Teacher Retention: A Relational Perspective

Autor/inn/en	Moser, Eric M.; McKim, Aaron J.
Titel	Teacher Retention: A Relational Perspective
Quelle	In: Journal of Agricultural Education, 61 (2020) 2, S.263-275 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Teacher Persistence; Faculty Mobility; Agricultural Education; Teacher Shortage; Prediction; Teacher Attitudes; Peer Relationship; Teacher Administrator Relationship; Teacher Orientation; Mentors; Job Satisfaction; Curriculum; Educational Environment; Georgia; Kansas; Puerto Rico; Texas; California + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehrermangel; Vorhersage; Lehrerverhalten; Peer-Beziehungen; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Curricula; Lehrplan; Rahmenplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	The sustained shortage of school-based agricultural educators necessitates novel research into variables impacting teacher career commitment. In the current study, a previously unexplored variable in the prediction of career commitment within school-based agricultural education was considered, teacher connectivity. Four elements of teacher connectivity (i.e., within school, other SBAE teachers, curricular, and community) were analyzed in relation to career commitment among a national sample of school-based agricultural educators. Findings revealed teachers perceived the highest levels of connectivity to their curriculum and other SBAE teachers with the lowest levels of connectivity being with other content area teachers and administrators in their own school. Using multiple linear regression, the four elements of connectivity predicted 12% of the variance in career commitment. School connectivity and SBAE teacher connectivity were identified as statistically significant, positive predictors of career commitment. Findings are discussed using the Relational Theory of Working with recommendations emerging for structuring teacher onboarding programs, increasing teacher mentoring efforts, and empowering teachers to engage in interdisciplinary lesson planning. Further, authors provide recommendations for continued scholarship exploring teacher connectivity and career commitment within school-based agricultural education. (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