Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers

Abstract

The purpose of this study was to determine how agricultural science teachers in central Texas balance family and a successful career as a secondary agricultural science teacher. This study identified the supports that agricultural science teachers need in order to maintain a career and a family to remain teachers in the profession. Research questions that guided this study were as follows: How do you make it all work in terms of family and work balance? In terms of family, what are the social supports that you need to maintain your role? How do you define success and has that changed since you first started teaching? This study utilized qualitative phenomenological analysis methodology to gain knowledge about the supports necessary to juggle a family and a career. Several themes emerged as data was coded for this study: involving your children in the program, organization, prioritizing time, importance of teaching partners, spousal support, family, and a supportive administration. Teachers were also asked to define their version of success. These individuals cited student success, survival, and creating a well-rounded program as their version of success. Teachers suggested that educator preparation programs should focus on properly preparing future agriculture teachers and helping them understand this career. Many also recommended that administrator should learn more about agriculture programs as well as teachers need to educate these administrators by having open conversations. Recommendations for future studies were to compare male and female experiences in teaching agricultural science. Another possible study could look at how other similar professions also balance their career and families. A study could focus on how administrators support their agricultural science teachers. Finally, it is suggested that a study be conducted on those who left the profession.