Despite decades of research about the agriculture teacher shortage problem, we still know little about the ways in which secondary agriculture teachers assume their roles and responsibilities as members of social and cultural communities. Expanding how we have historically researched this problem is crucial, especially if we hope to mitigate the…

This study utilized a case study design to explore how early career agriculture teachers in Oregon conceptualize success and work-life balance in school-based agricultural education. Wenger's (1998) theory of Communities of Practice, precisely the concept of reification, served as the framework for our study. Our population included 52 agriculture…

A teacher shortage continues to plague the SBAE profession. While this shortage has been quantified and explored from the perspective of individual teachers, little research has taken a systemic approach to the problem of the SBAE teacher shortage. We posit the teacher shortage problem as inextricably linked to a convoluted job description and…

Learning environments combining agriculture, food, natural resources, and leadership knowledge and skills are increasingly essential in preparing students for future success. School-based agricultural education offers a premier context in which to teach leadership within agriculture, food, and natural resources curriculum. However, providing…

Providing interdisciplinary learning opportunities in agriculture, food, natural resources (AFNR), and science is critically important. School-based agricultural education offers a valuable platform to connect AFNR and science; however, interdisciplinary teaching requires willing and able teachers. The current study considered the intentions of…

The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the…

Data from a random sample of secondary school agriculture teachers in the United States were utilized to explore work characteristics and their relationship to work-family conflict, specifically how the work role interfered with the family role. Nine workplace characteristics (i.e., salary, work hours per work week, weekend work hours, years of…

Using data from a random sample of secondary school agriculture teachers in the United States, this study explored the work-family conflict and turnover intentions of agriculture teachers. Additionally, this study sought to determine the relationship between work-family conflict and turnover intentions among agriculture teachers. Work-family…

The purpose of this study was to investigate the differences in career commitment and perceived efficacy among early career agriculture teachers as well as the relationships between early career agriculture teachers' perceived efficacy and career commitment. Five areas of self-efficacy were investigated among early career agriculture teachers in…

Strengthening knowledge and skills in mathematics is critically important to preparing the next generation of innovators, problem solvers, and interdisciplinary thinkers. School-based agricultural education offers a valuable context to co-develop mathematics knowledge and skills alongside knowledge and skills in agriculture, food, and natural…

This national study sought to extend previous research on the work-family balance (WFB) ability of secondary school agriculture teachers. We utilized data from a simple random sample of agriculture teachers to explore the relationships between work and family characteristics, WFB ability, and job satisfaction. Work role characteristics of interest…

We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education,…

Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential…

The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with,…

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…