Analyzing Moir’s Curve: A Quantitative Look at Attitudinal Changes in Induction-Year Agricultural Educators

Abstract

With the challenge of creating a competent workforce to fill the shortage of agricultural educators nationwide, researchers have suggested a detailed examination of induction-year teachers to increase retention is critical. Multiple studies have depicted the importance of examining attitudes of induction-year and early career agricultural educators to develop quality induction-level support for this group. Moir (1990) conducted a qualitative study that resulted in the suggestion of six attitudinal phases all induction-year teachers experience, and described a predictive curvilinear relationship between attitude and time over the course of their first year teaching. As part of a larger study, the purpose of this study was to investigate the relationship among demographic variables and induction-year teachers’ attitudes toward teaching. Using a repeated measures design, induction-year teachers’ (n=197) attitudes were measured at six points during the 2011-12 school year in relation to the Moir’s (1990) model. Findings showed that although minor changes in attitude among respondents occurred, respondents were generally positive in attitude toward their career and did not experience the high levels of fluctuation as suggested by Moir (1990). Additionally, upon completion of a forced entry linear regression, demographic characteristics were not found to be significant predictors of induction-year teachers’ attitudes toward teaching.