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Importance of Factors Considered by Ohio Secondary Agricultural Education Teachers In Importance of Factors Considered by Ohio Secondary Agricultural Education Teachers in Their Decision to Remain in Teaching THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Science in the Graduate School of The Ohio State University By Elizabeth M. James Graduate Program in Agricultural and Extension Education The Ohio State University 2013 Thesis Committee: Robert J. Birkenholz, Advisor Jamie Cano Copyrighted by Elizabeth M. James 2013 Abstract The short supply of quality teachers has been cited as an issue in secondary agricultural education. Previous research has focused on teacher attrition and specifically teacher burnout without affecting much change in the rate of teacher retention. This study shifted the paradigm to focus on the importance of factors considered by secondary agricultural education teachers in their decision to remain in teaching. Focusing on teacher retention instead of teacher attrition may help to reduce teacher shortage in secondary agricultural education. A review of related literature revealed that no previous research focused on the importance of intrinsic and extrinsic factors in secondary agricultural education teachers’ decisions to remain in the teaching profession in the state of Ohio. Herzberg’s Motivator- Hygiene Theory was identified as the theoretical foundation for this study. Based upon Herzberg’s theory, ten factors were examined to assess the importance of each factor for teachers who decide to remain in the teaching profession. This descriptive study employed survey research methods for data collection. Ohio secondary agricultural education teachers were surveyed to assess the importance of five intrinsic (i.e. Achievement, Work Itself, Responsibility, Advancement, and Recognition) and five extrinsic factors (i.e. Supervision, Working Conditions, Policy and Administration, Interpersonal Relations, and Salary) via an electronic questionnaire. The ii importance of each factor was determined by collecting data from respondents on six items for each respective factor. Data about the demographic characteristics of secondary agricultural education teachers respondents were also collected in this study. All ten factors were reported to be somewhat important considerations in secondary agricultural education teachers’ decisions to remain in the teaching profession. Achievement (intrinsic) was the most important factor considered by Ohio secondary agricultural education teachers. Female secondary agricultural education teachers placed a more importance on Recognition, Advancement, Policy and Administration, and Supervision than their male colleagues. Teachers in multi-teacher programs tended to place more importance on Work Itself and Salary factors. Prior research concluded that extrinsic factors were the primary consideration in teacher attrition. However, secondary agricultural education teacher respondents in this study indicated that a combination of both intrinsic and extrinsic factors were important considerations in their retention decisions. Teacher educators, state supervisors, and school administrators should promote pre-service and professional development to enable teachers to recognize achievements of their students and program. In addition, support systems particular to female teachers may be needed in areas related to Recognition, Advancement, Policy and Administration, and Supervision in order to encourage female teachers to remain in teaching. Multi-teacher programs also be attractive options for secondary agricultural education teachers who desire specialized teaching assignments or are concerned about salary issues. iii Dedicated to my Advisor, Robert J. Birkenholz, family, and friends. Nothing is possible without their encouragement. iv Acknowledgments Thank you to my parents, Edward and Linda James for your belief in my learning and providing me the opportunity to receive a post-secondary education from The Ohio State University. To my brother Mike, thank you for guiding and helping me to follow my dreams in agricultural education. To my grandparents, Carl and Evelyn Graham and Lynnette James, thank you for your continuing support, love, and willingness to help whenever possible. To my sister-in-law Megan, you have always been supportive and helped me to realize the important aspects of life Thank you to Katrina Swinehart for your help with all of my questions and being an excellent resource. You have been a tremendous friend and role model throughout my post-secondary educational process. Thank you to Nicole Steinmetz for providing me the encouragement and motivation to complete my degree. Nicole, thank you for your friendship and ability to continually make me think and learn. You have been my rock and foundation since my transition to Columbus. Thank You! Thank you my advisor, Dr. Robert J. Birkenholz. For your belief in my ability as a researcher and your guidance to ensure my completion, I am eternally grateful. Thank you to Drs. Cano, Falk, Filson, Epps, King, Robinson, Straquadine, and Whittington for formal and informal lessons you taught me. v Vita October 12, 1989 ............................................Born – Arcadia, Ohio 2012................................................................B.S. Agriculture, The Ohio State University 2012 to present ..............................................Graduate Researching Associate, Department of ACEL, The Ohio State University Fields of Study Major Field: Agricultural and Extension Education vi Table of Contents Abstract ............................................................................................................................... ii Acknowledgments............................................................................................................... v Vita ..................................................................................................................................... vi Fields of Study ................................................................................................................... vi Table of Contents .............................................................................................................. vii List of Tables ..................................................................................................................... xi List of Figures ................................................................................................................... xii Chapter 1: Introduction ....................................................................................................... 1 Problem Statement .......................................................................................................... 6 Purpose of the Study ....................................................................................................... 8 Need for the Study........................................................................................................... 8 Research Questions ......................................................................................................... 9 Limitations of the Study ................................................................................................ 10 Definition of Terms ....................................................................................................... 11 Chapter 2: Review of Related Literature .......................................................................... 14 vii Theoretical Foundation ................................................................................................. 14 Motivation Theories ...................................................................................................... 15 Maslow’s Hierarchy of Needs ................................................................................... 15 Herzberg’s Motivator-Hygiene Theory ..................................................................... 17 Teacher Burnout ............................................................................................................ 20 Attrition ......................................................................................................................... 22 Teacher Retention ......................................................................................................... 24 Intrinsic Factors in Teaching ......................................................................................... 26 Summary ....................................................................................................................... 28 Chapter 3: Methodology ................................................................................................... 32 Type of Research ........................................................................................................... 33 Population and Subject Selection .................................................................................. 33 Research Questions ....................................................................................................... 34 Instrumentation.............................................................................................................. 34 Data Collection Procedures ........................................................................................... 36 Variables........................................................................................................................ 39 Data Analysis ...............................................................................................................
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