Factors Related to Teachers Intention to Leave the Classroom EarlyReport as inadecuate




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Journal of Agricultural Education, v54 n4 p58-72 2013

The challenge of retaining teachers in the profession of agricultural education is a prevalent and growing problem in the United States. The purpose of this study was to determine the primary factors contributing to intention to leave the profession among Georgia agriculture teachers. Teacher-participants responded to a web-based survey which sought to determine the following: the demographics of Georgia agriculture teachers, self-perceived likelihood of leaving the profession, job satisfaction as it relates to working conditions, and contributing factors to self-perceived likelihood of leaving the profession. Respondents were generally satisfied with their jobs, and the majority of teachers planned to remain in the profession. Differences were identified between genders in the area of job satisfaction and self-perceived likelihood of leaving their current position. Teachers were most likely to leave the profession because of retirement, family, and commitments to children. Teachers were most dissatisfied because of burnout.

Descriptors: Agricultural Education, Teacher Persistence, Faculty Mobility, Intention, Teacher Surveys, Demography, Probability, Job Satisfaction, Teaching Conditions, Teacher Retirement, Family Life, Teacher Burnout, Correlation, Regression (Statistics), Statistical Analysis

American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org





Author: Tippens, Abby; Ricketts, John C.; Morgan, A. Christian; Navarro, Marie; Flanders, Frank B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2271&id=EJ1122398



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