The shortage and demand for teachers have been well publicized. This study investigated the extent to which the level of job satisfaction of Missouri secondary agriculture teachers changed from their initial year of teaching to their current employment, either in teaching or industry. A comparison between the job satisfaction of teachers who remained in the profession with those who changed school districts and those who left the profession was conducted. Additionally, the likes and dislikes of the specific responsibilities of a secondary agriculture teacher were investigated. It was concluded that all three groups of teachers were generally satisfied with their first year of teaching. They were also generally satisfied with their current employment position and had relatively the same degree of job satisfaction increase over time from their first teaching position to their current position. Teachers who left the profession were generally as satisfied as those who remained in the profession with regard to the job responsibilities of an agriculture teacher, with the exception of teaching agricultural mechanics and in working with school administrators. The results implied that teachers leaving the profession were relatively satisfied but were leaving the profession for opportunities/job satisfaction aspects that they could not receive through teaching.

Using the Teacher Career Cycle Model as the theoretical framework, this study extended our understanding of how teachers professionally develop during their first year of teaching. The purpose of this study was to describe the induction activities and socialization process that novice agricultural education teachers experience, and to determine their psychosocial attitude after completion of the first year of teaching. Thirty-one agricultural education teachers in their first year of teaching participated in the study, and both quantitative and qualitative research methodology was utilized to collect and analyze the data. Researchers concluded that factors related to the organizational environment of the school influence the induction stage of teaching. Novice teachers were not prepared for isolation and socialization issues, were challenged by complex program management responsibilities, and expressed frustration by the amount and quality of support that was provided by the school administrator. Novice teachers learned that they serve an important role in students' lives, and reported "love/hate" aspects of their career. It was determined through the use of a semantic differential scale that novice teachers concluded their first year of teaching with an overall positive psychosocial attitude.