What Is the Real Cost of Professional Success? A Qualitative Analysis of Work and Life Balance in Agriscience Education

Autor/inn/en	Clemons, Christopher A.; Hall, Meredith; Lindner, James
Titel	What Is the Real Cost of Professional Success? A Qualitative Analysis of Work and Life Balance in Agriscience Education
Quelle	In: Journal of Agricultural Education, 62 (2021) 1, S.95-113 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Clemons, Christopher A.) ORCID (Hall, Meredith) ORCID (Lindner, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Success; Family Work Relationship; Role Conflict; Agricultural Education; Agriculture Teachers; Secondary School Teachers; Teacher Motivation; Teacher Responsibility; Teacher Student Relationship; Well Being; Resilience (Psychology); Self Efficacy; Quality of Life; Social Support Groups + Suchen Sie Ihr Suchwort? Erfolg; Rollenkonflikt; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Lebensqualität; Social support; Soziale Unterstützung
Abstract	The purpose of this qualitative study was to investigate United States secondary agriscience teachers' perceptions and attitudes of balancing personal and professional responsibilities. While many researchers are asking educators why they have or would leave the profession others have suggested a more forward-looking approach to why teachers remain in the profession. The theoretical framework for this study was structured in Self-Determination Theory and framed in Attrition Theory. This study addressed two research questions: what are your perceptions of overcoming professional challenges in your career, and how do you evaluate and address your personal wellbeing as an agriscience teacher. Five semi-structured research questions were prepared prior to the telephone interviews. The frame for this study consisted of six women and ten men in 14 states. Independent analysis of participant comments were organized into 19 categories using 318 coded objects. Three emergent themes were developed and included secondary agriscience teacher contributions to the student learning environment, secondary agriscience teacher resilience confronting conflicting experiences between personal and professional responsibilities, and professional motivation and validation of individual self-worth. The findings of this paper identified a connection between professional success through intrinsic motivation affected teacher's personal life and feelings of contentment and happiness. Findings also revealed student success in programs, academic student success in local, state, and the national FFA organization were influential as extrinsic motivators to drive intrinsic happiness. (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	2024/1/01