Agricultural education is a multifaceted program comprising the three-ring agricultural model encompassing classroom/laboratory instruction, FFA, and Supervised Agricultural Experiences (National FFA Organization, 2021). Each of these components requires dedicated time and, therefore, additional stress. Agricultural educator attrition is a problem that is experienced nationwide, with fewer teachers to fill open positions (Foster et al., 2021a). The current study aims to identify factors that lead to female educators’ loss and burnout. The study is rooted in the Job Demands-Resource Theory, where job demand can contribute to burnout while job resources provide relief from these symptoms. Female educators in Georgia were asked to rank a predetermined list of job demands from most to least stressful and also rank job resources from most supportive to least supportive. The study was a census survey sent to all 275 female agricultural educators teaching in Georgia's middle or high schools. The survey resulted in a response rate of 50.55% (n=139). The most stressful job demands recognized were Paperwork at the State/National Level (M=4.89), Out of Classroom Expectations (M=4.90), and Work-Family Balance (M=5.61). When examining the job resources providing support, the most supportive were Personal Family Support (M=2.83), Administrative Support (M=3.70), and Possible Revisions to the Georgia Program of Work (M=3.88). Understanding the factors contributing to the burnout of educators should allow for changes to the job resources available to combat the loss of educators.
Year manuscript completed
Year degree awarded
Attrition, Burnout, Job Demands-Resources Theory, Job Demands, Job Resources
Dissertation Committee Chair
Daniel, Kellie, "FACTORS CONTRIBUTING TO THE ATTRITION OF FEMALE AGRICULTURE EDUCATION TEACHERS" (2023). Murray State Theses and Dissertations. 291.