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

Autor/inn/en	Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy
Titel	School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy
Quelle	In: Journal of Agricultural Education, 58 (2017) 1, S.267-279 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	School Culture; Beginning Teachers; Agricultural Education; Job Satisfaction; Self Efficacy; Teacher Persistence; Data Collection; Multiple Regression Analysis; Statistical Significance; Social Support Groups; Collegiality; Questionnaires; Likert Scales; Kentucky; Missouri; Wisconsin + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Junior teacher; Junglehrer; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Data capture; Datensammlung; Social support; Soziale Unterstützung; Kollegialität; Fragebogen; Likert-Skala
Abstract	This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy 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. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01