School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy


  • Laura Hasselquist University of Missouri
  • Kevin Herndon Spencer County High School
  • Tracy Kitchel The Ohio State University



beginning teachers, job satisfaction, teacher self-efficacy, administration, school culture


This study explored first and second year agriculture teachers’ job satisfaction and teacher self- efficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three states and stepwise multiple regression techniques were used to analyze the data. The researchers found that colleague support was statistically significant contributors to beginning teachers’ efficacy. District and school administration, colleague, and financial supports were all statistically significant contributors to teachers’ job satisfaction. These findings provide support for further research to explore gaps in the profession’s understanding of the role school culture plays for agriculture teachers. Recommendations include incorporating positive relationship-building techniques into pre-service and teacher induction programs and making beginning teachers aware of materials used in promoting agricultural education programs and building administrative relationships.


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How to Cite

Hasselquist, L., Herndon, K., & Kitchel, T. (2017). School Culture’s Influence on Beginning Agriculture Teachers’ Job Satisfaction and Teacher Self-Efficacy. Journal of Agricultural Education, 58(1), 267–279.




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