Factors Affecting Female Secondary Agricultural Educator Job Satisfaction in Arizona
Abstract
The purpose of this applied action research was to identify factors that contribute both to Arizona female secondary agricultural educator job satisfaction and to their decisions to remain in the profession. The research questions used to direct this study were: 1. Which job responsibilities generate the greatest and least levels of job satisfaction in female secondary agricultural educators in Arizona? 2. What supporting structures (people and practices) influence retention decisions among female secondary agricultural educators in Arizona? 3. Which factors generate the greatest and least levels of female agricultural educator satisfaction with the AATA Mentoring Program? 4. Do personal and professional characteristics (degree type, certification type, years of experience, race, marital status, and children) influence job satisfaction among female secondary agricultural educators in Arizona? This mixed methods study was comprised of two parts: qualitative in-depth interviews with 12 female agricultural educators in Arizona and a quantitative questionnaire disseminated to all female agricultural educators in Arizona (n = 30). The interview findings revealed that external, motivator, and hygiene factors play a role in overall job satisfaction with Classroom Instruction, FFA, and SAE job responsibilities, recognition of support structures (people and practices), and AATA New Teacher Mentoring Program experience. The results of the questionnaire revealed which Classroom Instruction, FFA, and SAE job responsibilities brought female agricultural educators the greatest and least amounts of satisfaction. AATA New Teacher Mentoring Program mentor and mentee experience factors were also ranked by level of satisfaction. Lastly, descriptive statistics calculated on the demographic data (degree type, certification type, years of experience, race, marital status, and children) yielded information about the influence of those demographic factors on Classroom Instruction, FFA, and SAE job responsibility satisfaction. Both the findings and results indicate that professional relationships with others in the Arizona agricultural education community play a positive role in female agricultural educator retention. The information acquired through this research may aid in developing a framework for an improvement plan to create a teacher support system within the AATA. There are also implications to use the findings in the University of Arizona’s agricultural education teacher preparation program.
Citation
Wallace, Miraj (2021). Factors Affecting Female Secondary Agricultural Educator Job Satisfaction in Arizona. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /195147.