Classroom Instruction and FFA/SAE Responsibilities Creating the Most Stress for Female Teachers in the Southeast

King, Diana L.; Rucker, K. Jill; Duncan, Dennis W.

doi:10.5032/jae.2013.04195

Cited by 11 publications

(10 citation statements)

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“…Given the perceived benefits of participating in CDEs as indicated by the research, it is no wonder that research in CDEs has also indicated a high degree of teacher stress and need for teacher professional development in CDE preparation. King et al, (2013) determined CDEs are one of the top five stressors for female agricultural educators in the southeast region of the United States. Further, experienced teachers spend more time on CDE preparation than first year teachers or student teachers and research indicates that providing time management workshops or professional development could help decrease teacher stress and increase preparation time (Torres et al, 2008).…”

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confidence: 99%

A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams

Ball

Bowling²,

Bird

2016

JAE

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confidence: 99%

A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams

Ball

Bowling²,

Bird

2016

JAE

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“…To emphasize the significance of CDEs, preparing students to participate in CDE competitions has been noted as a tenant of effective agriculture teachers (Roberts & Dyer, 2004). Due to the emphasis placed on CDEs, research indicates that CDE preparation is a stressor for female agricultural teachers in the southeastern region of the United States (King, Rucker, & Duncan, 2013). Additionally, teachers discuss a felt need for CDE-based professional development (Harris, 2008), and CDE professional development has been proposed to lessen teacher stress and increase preparedness (Torres et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Exploring Stress and Recovery Among High-Achieving Career Development Event Teams: A Mixed Methods Study

Bowling¹,

Thieman²

2020

JAE

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School Based Agricultural Education (SBAE) teachers can experience physiological stress through their various roles and responsibilities, including preparing Career Development Event (CDE) teams. Through CDE participation, students can encounter numerous benefits, but these academic competitions could be catalysts for stress. The purpose of this exploratory case study was to contextualize the experiences of high-achieving SBAE teachers and CDE participants through the lens of stress and resilience. Using a concurrent triangulated mixed methods design, physiological, quantitative data were collected through ambulatory heart rate monitors, and qualitative data were collected through teacher and CDE participant daily journals. We found that teachers encountered stress reactions the majority of the time with little to no recovery, where students experienced a more extensive range of stress reactions and recovery within the quantitative analysis. Both CDE contextspecific and role-specific stress catalysts existed within the qualitative and convergent analysis. SBAE teachers and CDE participants should utilize strategies that address both (a) sleep deprivation and (b) anticipatory and in-action stress to allow for increased cognitive performance and resilience.

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“…The recognized disparity between teachers' value of SAE programs and their implementation of SAE programs suggests teachers may not be equipped to navigate the complexities of shaping a program to align with their standards, potentially leading to job dissatisfaction. Numerous studies have focused on agriculture teachers' roles related to job satisfaction (Cano & Miller, 1992;Grady & Burnett, 1985;King, Rucker, & Duncan, 2013;Torres et al, 2008); however, there is a gap in the literature regarding different generations of teachers' perceptions regarding ideal agriculture programs, as well as their abilities to shape their programs to meet those ideals.…”

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

Millenial and Non-millenial Agriculture Teachers' Current and Ideal Emphasis on the Three Components of the Agricultural Education Program

Shoulders¹,

Toland²

2017

JAE

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Classroom and laboratory instruction, FFA, and SAE have long represented the complete agricultural education program via the three-component model. While the model depicts three circles of equal size to represent these components, the focus and level of emphasis of each component within the agriculture program is the decision of the agriculture teacher. The purpose of this study was to describe [State] agriculture teachers' behavioral intentions and actual behaviors regarding emphasis of each component in the profession's three-component model. Results of this descriptive study indicated the average program emphasized instruction most, FFA next, and SAE least. However, the majority of respondents indicated a disparity between the emphasis of each component in their current program and their ideal program. Most respondents indicated their ideal program would emphasize instruction, FFA, and SAE equally. Differences between Millennial and Non-millennial teachers indicate the younger generation spent more time on FFA than the older generations, while the older generation wanted more personal time than their younger peers. We recommend further research be conducted to determine whether these results are found among other populations, as well as to uncover the reasons behind these results.

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Classroom Instruction and FFA/SAE Responsibilities Creating the Most Stress for Female Teachers in the Southeast

Abstract: Theory of Psychological Stress indicates that once a teacher appraises a stressor they will seek to master, tolerate, or reduce the demands of the stressor (Lazarus, 1991

Cited by 11 publications

References 10 publications

A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams

A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams

Exploring Stress and Recovery Among High-Achieving Career Development Event Teams: A Mixed Methods Study

Millenial and Non-millenial Agriculture Teachers' Current and Ideal Emphasis on the Three Components of the Agricultural Education Program

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