Why Do Nontraditional Teachers Enter the Agricultural Education Profession?

• In Event: AERA Poster Session 6
  In Poster Session: Career and Technical Education SIG Poster Session (San Diego)

Abstract

The demand for high school agriculture teachers has continued to rise for many years. As a result, non-traditionally trained teachers are filling positions. Non-traditionally licensed is operationally defined as teachers who enter teaching by moving from another subject to agricultural education or enters a teaching position without a teaching certificate through an agricultural education degree and teaching license. Semi-structured interviews were conducted with thirteen teachers in [State]. The interviews were designed around the Career Planning and Decision-Making model (Krumboltz, 1979). The motivations that emerged were: teach autonomously, community need and hands-on learning. When fully licensed teachers are not available to fill teaching positions schools and state leaders should use the identified themes as recruitment material for non-traditionally certified teachers.

Authors

• Emily Baylie, Colorado Department of Education

• Jonathan David Ulmer, Kansas State University

• Brandie Disberger, Kansas State University

• Gaea Hock, Kansas State University

• Catherine Shoulders, University of Arkansas