Abstract

Abstract

Data from a random sample of secondary school agriculture teachers in the United States were utilized to explore work characteristics and their relationship to work-family conflict, specifically how the work role interfered with the family role. Nine workplace characteristics (i.e., salary, work hours per work week, weekend work hours, years of teaching experience, number of agriculture teachers within the school, school community type, number of students per class, work salience, and perceived family-supportive work culture) were explored by gender. Two of the workplace characteristics, years of teaching experience and salary, were significantly different for male and female agriculture teachers. An analysis was conducted of the relationship between identified workplace characteristics and teachers' perceptions of their work role interfering with their family role. In total, the workplace variables accounted for 22% of the variance in teachers' perceptions of work interfering with their family. Four of the workplace variables (i.e., perceived familysupportive work culture, number of agriculture teachers per school, work salience, and work hours per work week) were statistically significant predictors of work interfering with family. Recommendations and implications for the agriculture teaching profession are discussed in light on these findings.

The purpose of this study was to identify and prioritize the inservice needs of agriculture teachers in the state of Utah. A list of 31 modified competencies from previous research and from the Utah State Office of Education was developed to assess the needs of Utah agriculture teachers. The Borich needs assessment model was used to determine the perceived level of importance and ability of agricultural instructors regarding the 31 competencies. All inservice needs were analyzed and ranked using mean weighted discrepancy scores (MWDS). The top five competencies in which agriculture teachers were most in need of inservice were: (a) utilizing the community in providing opportunities for students i.e. advisory committees, agricultural organizations, etc.; (b) developing supervised agricultural experience (SAE) opportunities for all students; (c) identifying and preparing FFA proficiency award applications; (d) planning and implementing student recruitment activities; and (e) teaching learning disabled students. In contrast, the five competencies in which agriculture teachers required the least amount of inservice were: (a) describing how to set up the meeting room; (b) conducting parent/teacher conferences; (c) explaining the history and organization of the FFA; (d) explaining FFA degree areas; and (e) explaining proper dress and characteristics of a good FFA leader.

This national study sought to extend previous research on the work-family balance (WFB) ability of secondary school agriculture teachers. We utilized data from a simple random sample of agriculture teachers to explore the relationships between work and family characteristics, WFB ability, and job satisfaction. Work role characteristics of interest included weekly work hours, years of teaching experience, and average number of students per class. Family role characteristics included marital status and number of children. Additionally, we considered the influence of other life roles on WFB ability. The number of weekly work hours and being married were significant, negative predictors of WFB ability, while years of teaching experience, average number of students per class, other life roles, and number of children were not statistically significant. In total, work and non-work characteristics accounted for 19% of the variance in the WFB ability of secondary school agriculture teachers. Additionally, teachers in this study reported only moderate levels of WFB ability and job satisfaction. Finally, a significant, positive relationship between WFB ability and job satisfaction was identified. The findings from this research are discussed using the conservation of resources theory, with recommendations and implications highlighted for the agriculture teaching profession.