Graduate Thesis Or Dissertation
 

Traditional and nontraditional career role vocational agriculture teacher perception of career choice, work satisfaction, and career plans

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  • 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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