Routes to Certification and Turnover Intentions of Early Career Wisconsin Agriculture Teachers Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/r494vq90b

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  • The purpose of this study was to discover the routes to certification and turnover intentions of Wisconsin agriculture teachers with fewer than three years of experience teaching agriculture. The study also evaluated the relationship between the routes to certification and turnover intentions. A census of all Wisconsin agriculture teachers with fewer than three years of experience was attempted to gain a deeper understanding of certification routes within the population. Findings showed approximately a third of the respondents (n = 35) entered the agriculture classroom in the past three years with an alternative certification. The reasons for doing so included location of the teacher preparation program
  • The purpose of this study was to discover the routes to certification and turnover intentions of Wisconsin agriculture teachers with fewer than three years of experience teaching agriculture. The study also evaluated the relationship between the routes to certification and turnover intentions. A census of all Wisconsin agriculture teachers with fewer than three years of experience was attempted to gain a deeper understanding of certification routes within the population. Findings showed approximately a third of the respondents (n = 35) entered the agriculture classroom in the past three years with an alternative certification. The reasons for doing so included location of the teacher preparation program, finances, ability to work full-time, and not wanting to teach as an undergraduate student. Traditionally certified respondents noted they wanted to teach as an undergraduate student. Overall, the respondents had moderately low turnover intentions (M = 2.95, SD = 1.13). There was not a statistically significant difference between the routes to certification and turnover intentions of Wisconsin agriculture teachers with fewer than three years of experience teaching agriculture.The results in this study provide implications for further research in alternative certification. Additional research should be completed to understand reasons for alternatively certified teachers are entering the classroom and more detailed information on content and pedagogical training.
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