Factors Contributing to the Retention of Alabama School Based Agricultural Educators

Abstract

The purpose of this study is to explore the relationship between career retention factors and selected demographic characteristics of school based agricultural educators within the state of Alabama. Identifying these factors will help state leaders determine what is or is not working and how to make changes that will have the largest impact on programs across the state. This study will make valuable contributions to other researchers, teacher education programs, professional organizations, and administrators at all levels.

A quantitative research instrument was distributed, which surveyed SBAE teachers in the state of Alabama regarding the factors contributing to their retention in the classroom. Data for this study was gathered using a census sampling method in distributing a research-designed survey originally compiled by Crutchfield (2010). Crutchfield’s survey was a combination of four previous instruments used independently by researchers to measure independent variables of interest. The previous instruments were then compiled to form Crutchfield’s instrument broken down into three segments to analyze the factors and their relationship to the teacher's decision to remain in the classroom. The three segments were: work engagement, work-life balance, and occupational commitment. Additionally, this instrument was modified to accommodate the intent of this study, which surveyed Alabama SBAE teachers specifically and the factors that contributed to their retention in the classroom. The findings of this study found that in regard to career retention factors, teachers felt that specific Alabama Agricultural Education factors were the most important, while other factors such as work engagement, work-life balance, and occupational commitment were found to be valuable but not as important. The data showed that there was not a statistically significant difference in importance of work engagement factors, work-life balance factors, or occupational commitment factors when compared across career phases. There was also not a statistically significant difference in importance of Alabama Agricultural Education factors when compared across career phases (p = .08). The results yielded that there was not a statistically significant difference in importance of work engagement factors or occupational commitment factors between male and female participants. However, there was a statistically significant difference in importance of work-life balance factors and Alabama Agricultural Education factors between male and female participants with male’s viewing work-life balance factors as significantly more important for retention than their female counterparts and female’s viewing Alabama Agricultural Education factors as significantly more important for retention than their male counterparts.