Perceived Work-Life Balance Ability, Job Satisfaction, and Professional Commitment among Agriculture Teachers

Sorensen, Tyson J.; McKim, Aaron J.

doi:10.5032/jae.2014.04116

Cited by 51 publications

(79 citation statements)

References 54 publications

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“…Tait (2008) found resilient teachers had a high level of career satisfaction through their first year teaching despite reporting high levels of stress. Sorensen and McKim (2014) found a relationship between job satisfaction and professional commitment for agriscience teachers. Some evidence also suggest demographic factors could influence resilience (Rutter, 1979;1985).…”

Section: Theoretical/conceptual Frameworkmentioning

confidence: 88%

Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers

Easterly¹,

Meyers²

2018

JAE

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The profession of teaching is inherently stressful. Resilience, or the ability to adapt and develop competence despite exposure to disruptive change, has been shown to be beneficial for teachers. The purpose of this study was to determine if personal resilience is a predictor of professional development engagement and career satisfaction of agriscience teachers. A census of agriscience teachers in four purposefully selected states was taken. Data were collected using the Tailored-Design Method, using multiple points of contact with multiple modes to minimize survey error. The overall response rate was 72.5% (n = 892). The linear combination of independent variables in a stepwise backwards regression model explained 13.7% of the variance of professional development engagement and 21.4% of the variance of career satisfaction. These findings suggested that increasing the resilience of agriscience teachers, specifically in the areas of positive: world and focused, could lead to increased engagement in professional development and career satisfaction, which has been shown to be a factor that increases teacher efficacy. Additional research is needed to explore how to increase the resilience of agriscience teachers and the relationship between teacher resilience and student outcome variables.

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Section: Theoretical/conceptual Frameworkmentioning

confidence: 88%

Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers

Easterly¹,

Meyers²

2018

JAE

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“…One-third of agriculture teachers indicated a perceived challenge to achieve work-life balance, which raises concern for the profession (Murray, Flowers, Croom, & Wilson, 2011). While some literature confirmed the battle for teachers of agriculture to achieve work-life balance (Hainline, Ulmer, Ritz, Burris, & Gibson, 2015;Sorensen & McKim, 2014), other researchers have determined that agriculture teachers perceive themselves as capable of achieving work-life balance (Clark, Kelsey, & Brown, 2014;Sorensen & McKim, 2014;Sorensen, McKim, and Velez, 2016). Furthermore, researchers found a predictive relationship between teachers' perceptions of increased workload that interferes with family life and the probability of leaving the profession of teaching (Sorensen, McKim, & Velez, 2016).…”

Section: Personal Factorsmentioning

confidence: 99%

“…Moreover, a high, positive correlation exists between job satisfaction and an agriculture teacher's perceived level of self-efficacy, particularly for novice teachers of agriculture (Blackburn & Robison, 2008;Swan, Wolf, & Cano, 2011). In addition to beginning teachers' initially high levels of self-efficacy and career commitment (Knobloch & Whittington, 2003), researchers determined career commitment for experienced educators is a strong predictor for teacher retention (Crutchfield, Ritz, & Burris, 2013;Sorensen & McKim, 2014). Allen (2005) revealed the likelihood of a teacher leaving the profession significantly declines after year five.…”

Section: Teacher Developmentmentioning

confidence: 99%

“…Specific to agricultural education, researchers have determined school-based agriculture teachers are generally satisfied with their careers (Blackburn, Bunch, & Haynes, 2017;Blackburn & Robinson, 2008;Cano & Miller, 1992;Castillo & Cano, 1999;Chenevey, Ewing, & Whittington, 2008;Gilman, Peake, & Parr, 2012;Kitchel, Smith, Henry, Robinson, Lawver, Park, & Schell, 2012;Sorensen & McKim, 2014;Sorensen, McKim, & Velez, 2016a;Walker, Garton, & Kitchel, 2004), but tend to leave the profession for one or more specific reasons. Although several researchers have investigated teachers' perceptions of attrition factors by sampling agriculture teachers currently in the profession, a limited number of studies have asked former teachersteachers who have left the profession -to reflect on their perceptions about their decision to leave (Lemons, Brashears, Burris, Meyers, & Price, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Factors Contributing to Illinois School-Based Agriculture Teachers’ Final Decision to Leave the Classroom

Solomonson¹,

Korte²,

Thieman³

et al. 2018

JAE

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Teacher attrition is a significant problem nationally and a special challenge for school-based agriculture education programs. The purpose of this study was to investigate contributing variables associated with former Illinois school-based agriculture teachers and their decision to leave the profession. A four-factor conceptual model is proposed as a framework for explaining agriculture teacher retention or attrition and includes the multivariate constructs of Personal Factors, Working Conditions, Teacher Development, and Compensation. Demographic characteristics are explored as well as differences between novice and experienced teachers and their perceptions of attrition influences. This study is unique in that it reports survey data from teachers who have left the profession (n = 91) and explores their reflective perceptions about reasons for leaving. Among all teachers, Personal Factors and Teacher Development were found to have the most impact on decisions to leave the profession. Compensation was found to be a more significant attrition influence for novice teachers than for experienced teachers. Recommendations for organizations hoping to promote agriculture teacher retention are discussed.

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“…Nevertheless, some studies discussing it find that Advice network across divisions and Perceived organizational culture are correlated with professional commitment to nurses [24], achievement motivation influences affective and normative commitment to profession [5], competence has positive impact to affective commitment, commitment to continuity, and normative commitment to the profession [4]. Another study says that the value employees have in work has a positive effect on professional commitment [6] Previous studies have shown that job satisfaction has a positive correlation with professional commitment [3] [17], which means that employees who are satisfied with their work will be followed by increased professional commitment. The concept of job satisfaction has similarities with the definition of quality of work life, that is the evaluation of all things that have been obtained by employees in their work.…”

Section: Introductionmentioning

confidence: 99%

The Role of Work Life Quality towards Teacherrs Professional Commitment

Hasanati¹

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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Teachers are one of the major components in primary and secondary educations who have an important role to determine the future generations. To carry out these important tasks, teachers need a high level of commitment to the profession because it affects the teacher's related work outcomes. Factors that create professional commitment include quality of work life. This study aims to determine the role of quality of work life to the professional commitment of teachers. Subjects were teachers from junior school and high school. The research instrument used the scale of work life quality and the scale of professional commitment. Analysis technique used was the regression analysis. The results of the analysis showed: (1) the quality of work life significantly affects the affective commitment of the profession; (2) The quality of work life does not affect the continuance commitment to the profession; and (3) the quality of work life affects the normative commitment to the profession Keywords: quality of work life, professional commitment, teacher 5th International Conference on Community Development (AMCA 2018)

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Perceived Work-Life Balance Ability, Job Satisfaction, and Professional Commitment among Agriculture Teachers

Abstract: Abstract

Cited by 51 publications

References 54 publications

Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers

Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers

Factors Contributing to Illinois School-Based Agriculture Teachers’ Final Decision to Leave the Classroom

The Role of Work Life Quality towards Teacherrs Professional Commitment

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