Campus Units

Agricultural Education and Studies

Document Type

Article

Publication Version

Published Version

Publication Date

2018

Journal or Book Title

Journal of Agricultural Education

Volume

59

Issue

2

First Page

305

Last Page

320

DOI

10.5032/jae.2018.02305

Abstract

Retaining high quality school-based agricultural education teachers is a growing concern across the United States. This study focused on mid-career agricultural education teachers’ perceptions of job stress, burnout, job satisfaction, and professional development needs related to National Quality Program Standards for Secondary Agriculture Education (The National Council for Agricultural Education, 2009). The target population for this study was participants in the 2013 NAAE eXcellence in Leadership for Retention (XLR8) professional development program. Overall, XLR8 participants indicated the highest levels of job stress related to Standard 2 – Experiential Learning and Standard 7 – Program Planning and Evaluation. Participants were least stressed over Standard 6 – Certified Agriculture Teachers and Professional Growth, which also ranked lowest in terms of desired professional development. The most sought-after area of professional development included Standard 2 – Experiential Learning and Standard 1 – Program Planning and Instruction. Findings suggest XLR8 participants experience “moderate” levels of burnout in each of three categories measured by the Maslach Burnout Inventory for Educators, however are generally satisfied with their job.

Comments

This article is published as Smith, A. R., & Scott Smalley, S. (2018). Job stress, burnout, and professional development needs of mid-career agricultural education teachers. Journal of Agricultural Education, 59(2), 305-320. doi: 10.5032/jae.2018.02305. Posted with permission.

Copyright Owner

American Association for Agricultural Education

Language

en

File Format

application/pdf

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