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An empirical assessment of Michigan ...

Hawes, Jeffry D.

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An empirical assessment of Michigan secondary agricultural educator perceptions of the teaching profession.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An empirical assessment of Michigan secondary agricultural educator perceptions of the teaching profession./
Author:	Hawes, Jeffry D.
Description:	120 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3342.
Contained By:	Dissertation Abstracts International65-09A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3146028
ISBN:	0496050028

An empirical assessment of Michigan secondary agricultural educator perceptions of the teaching profession.
Hawes, Jeffry D.

An empirical assessment of Michigan secondary agricultural educator perceptions of the teaching profession. - 120 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3342.

Thesis (Ph.D.)--Michigan State University, 2004.

The 2003 Michigan Association of Agriscience Education (MAAE) Strategic Plan noted, "Districts with an ANRE program have faced a shortage of teachers for a number of years. In fourteen of the last fifteen years, the supply of individuals holding a secondary teaching certificate with vocational authorization has not met the demand. Fifty-one programs have closed in the past fifteen years due in the large part to the lack of teachers to fill vacancies, and numerous school districts have had to fill programs without provisional teaching certificates" (Michigan Association of Agriscience Education Strategic Plan, 2003).

ISBN: 0496050028Subjects--Topical Terms:

783747
Education, Teacher Training.

An empirical assessment of Michigan secondary agricultural educator perceptions of the teaching profession.
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035 $a AAI3146028
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100 1 $a Hawes, Jeffry D. $3 1931086
245 1 3 $a An empirical assessment of Michigan secondary agricultural educator perceptions of the teaching profession.
300 $a 120 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3342.
500 $a Adviser: Michael D. Woods.
502 $a Thesis (Ph.D.)--Michigan State University, 2004.
520 $a The 2003 Michigan Association of Agriscience Education (MAAE) Strategic Plan noted, "Districts with an ANRE program have faced a shortage of teachers for a number of years. In fourteen of the last fifteen years, the supply of individuals holding a secondary teaching certificate with vocational authorization has not met the demand. Fifty-one programs have closed in the past fifteen years due in the large part to the lack of teachers to fill vacancies, and numerous school districts have had to fill programs without provisional teaching certificates" (Michigan Association of Agriscience Education Strategic Plan, 2003).
520 $a This study investigated a variety of factors that may ultimately define the success or failure of an Agriscience teacher in Michigan. In particular, this study focused on stress indicators and sought to correlate the factors that may be attributed to low teacher retention with demographics and a variety of internal and external factors to the Agriscience teaching profession.
520 $a Findings indicated that MAAE teachers desire to make a positive difference as a major motivating factor for pursuing a career in education. Moreover, a majority of the MAAE teachers supported the tripartite mission of the agricultural education program that is based on the traditional model of preparing students for a future career in the agricultural industry by knowledge development through (1) classroom instruction, (2) skill development through supervised agricultural experience programs and (3) leadership development through the FFA organization.
520 $a Overall, Michigan Agriscience teachers reported high levels of job satisfaction, overall frustration with a myriad of internal and external job characteristics. The single greatest time commitment for Michigan Agriscience teachers was dedicated to their regular teaching assignment averaging 20--24 hours per week. The second greatest time commitment was in the area of preparation for teaching assignments averaging 8--12 hours per week.
520 $a The MAAE teachers identified both intrinsic and extrinsic factors as serving as sources of stress. The intrinsic factors that received high responses as sources of stress were institutional procedures, teaching load, FFA demands, and students. The study identified other intrinsic factors that result in stress to a lesser degree. Those factors include colleagues, committee work, faculty meetings, review and promotion, and subtle discrimination.
520 $a A majority of MAAE teachers indicated that they would still choose to pursue a career in the field of education, while nearly 10 percent said they would not. Nearly half of the MAAE teachers also reported that they had considered leaving their current position for a non-teaching job.
590 $a School code: 0128.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Agricultural. $3 1022852
650 4 $a Education, Secondary. $3 539262
690 $a 0530
690 $a 0517
690 $a 0533
710 2 0 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 65-09A.
790 1 0 $a Woods, Michael D., $e advisor
790 $a 0128
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3146028