| Abstract |
- Purpose of the Study
This exploratory study examined whether nontraditional career role
(female) teachers in vocational agriculture differ significantly from
traditional career role (male) teachers in vocational agriculture on
perceived (a) events in career choice, (b) work satisfaction, and (c)
future career plans.
The Procedure
A survey instrument was developed, pilot tested, and administered
to a random sample of male and female vocational agriculture teachers
in California, Florida, Ohio, New York, and Virginia. The sample for
the study consisted of 116 male and 116 female secondary vocational
agriculture teachers who had taught seven years or less. The Student
- statistic was used to analyze contrast among the mean scores for
each of the instrument statements related to career choice influence,
work satisfaction, and future career plans.
Selected Findings
Significant differences between male and female vocational agriculture
teachers' perception of their career choice influence, work
satisfaction, and career plans were indicated at the .05 level of confidence.
In relation to career choice, female vocational agriculture
teachers were more positively influenced by mother or mother figure
and peer of the opposite sex, than male vocational agriculture teachers
were. However, the male vocational agriculture teachers reported that
FFA, high school counselor, and high school vocational agriculture
teacher were more influential on their career choice than the female
vocational agriculture teachers reported.
In relation to work satisfaction, female vocational agriculture
teachers were less satisfied with feedback on performance, stress
inoculation, and recognition than male vocational agriculture teachers.
Female vocational agriculture teachers were more satisfied with salary
than were male vocational agriculture teachers.
Significant differences, related to career plans, were found
between the male and female vocational agriculture teachers for both
the coming year and five years into the future. Male vocational agriculture
teachers perceived a greater possibility than female vocational
agriculture teachers of remaining in the present teaching position,
becoming a department head, and leaving teaching for either a vocational
agriculture-related job, or farming or ranching. Five years
into the future, female vocational agriculture teachers perceived a
greater possibility than male vocational agriculture teachers of leaving teaching permanently for a nonagricultural related career change or
full-time homemaking, as well as leaving teaching temporarily for fulltime
homemaking. The female vocational agriculture teacher also saw
part-time employment, as a homemaker and as a teacher, as a greater
possibility in five years than did the male vocational agriculture
teacher.
Implications
Educational leaders who are concerned about the future supply and
demand for vocational agriculture teachers must recognize that differences
exist between male and female vocational agriculture teachers for
career choice influences, work satisfaction factors, and career plan
options. In addition, the differences that do exist must be examined
by the educational leaders as to reasons for their existence, degree
cf existence, and the consequential effect on the recruitment and retention
of vocational agriculture teachers. Information on these factors
can aid in developing strategies for equalizing teacher supply and
demand. Specific recommendations can be found in Chapter V, Summary,
Conclusions, and Recommendations.
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