Influence of School Culture on Job Satisfaction and Teacher Self-Efficacy on Beginning Agriculture Teachers

• In Event: Research in STEM and Career and Technical Education

Abstract

This paper explored the role perceived school culture plays on beginning agriculture teachers’ teacher self-efficacy and job satisfaction. A quantitative time and place survey was conducted in three states using first and second year agriculture teachers. District and School administrative support were shown to have some influence over agriculture teachers’ teacher self-efficacy. Several factors (school administration, colleague support, district administration, and financial support) combined account for over 64.3% of the variance in job satisfaction. School administration alone contributed 49.3% of the variance in job satisfaction.

Authors

• Tracy J. Kitchel, University of Missouri

• Kevin Herndon, University of Missouri - Columbia

• Laura Hasselquist, University of Missouri - Columbia