Teacher Retention: A Relational Perspective

Abstract

The sustained shortage of school-based agricultural educators necessitates novel research into variables impacting teacher career commitment. In the current study, a previously unexplored variable in the prediction of career commitment within school-based agricultural education was considered, teacher connectivity. Four elements of teacher connectivity (i.e., within school, other SBAE teachers, curricular, and community) were analyzed in relation to career commitment among a national sample of school-based agricultural educators. Findings revealed teachers perceived the highest levels of connectivity to their curriculum and other SBAE teachers with the lowest levels of connectivity being with other content area teachers and administrators in their own school. Using multiple linear regression, the four elements of connectivity predicted 12% of the variance in career commitment. School connectivity and SBAE teacher connectivity were identified as statistically significant, positive predictors of career commitment. Findings are discussed using the Relational Theory of Working with recommendations emerging for structuring teacher onboarding programs, increasing teacher mentoring efforts, and empowering teachers to engage in interdisciplinary lesson planning. Further, authors provide recommendations for continued scholarship exploring teacher connectivity and career commitment within school-based agricultural education.

Agricultural Educators and the Pandemic: An Evaluation of Work and Life Variables

“…A total of 142 SBAE teachers provided useable responses to the survey, a 18.51% response rate (n = 142). The response rate obtained for this study is similar to recent national studies using the National FFA frame (e.g., Hile, 2019;Moser & McKim, 2020). Non-response bias was checked by comparing the work and life variables of the final 30 respondents (n =30) to those who answered earlier (n =112) using an independent t-test.…”

Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

“…The next construct utilized within the current study is SBAE teacher connectivity, which foregrounds teacher perceptions of connections to other secondary agriculture teachers. SBAE teacher connectivity was also found to be a statistically significant predictor of career commitment (Moser & McKim, 2020). Studies within SBAE highlight the importance of connecting with fellow agriculture teachers, finding strong levels of connections relate to increased teacher self-efficacy (Korte & Simonsen, 2018).…”

“…The first construct, school connectivity, focuses on the level of connections SBAE teachers have within their school district. Existing research indicates school connections are essential for predicting intentions to remain in the teaching profession (Moser & McKim, 2020). Additionally, school connections are related to the emotional support perceived by teachers and culture existing within the school district (Rinke, 2007;Sass et al, 2011).…”

“…Additionally, those with a mentoring program were often not district-sponsored (i.e., the mentor was not employed within the same district), and over one-third of mentor/mentee meetings happened once a month or less (Walsh & Jacobs, 2007). Assuming this lack of mentorship is the case for many alternatively certified SBAE teachers, the lack of a mentor will negatively impact perceptions of connectivity, given that mentors are essential to developing high-quality connections (Moser & McKim, 2020). Given the intersectionality of self-efficacy and connectivity (Moser & McKim, 2020) and the variation of alternative certification programs, certification type is an important variable in our exploration of connectivity.…”

“…A recent study found the connections teachers have inside and outside the classroom relate to career commitment (Moser & McKim, 2020). Connectivity has been an underlying concept among various areas of focus in SBAE, including self-efficacy, work-life balance, teacher empowerment and professionalism, job satisfaction, school culture, and emotional support (Clemons & Lindner, 2019;Hasselquist et al, 2017;Moser & McKim, 2020;Pearson & Moomaw, 2005;Rinke, 2007;Sass et al, 2011;Sorensen et al, 2016Sorensen et al, , 2017Sorensen & McKim, 2014). Each of the aforementioned concepts intersect with teacher attrition and retention.…”