Murray State Theses and Dissertations

Abstract

The Smith-Hughes Act of 1917 established federal funding for vocational education in the United States, and school-based agriculture (SBAE) programs are a result of that act. SBAE teachers face the same challenges that other educators face. The attrition rate of SBAE teachers is in line with the national average of teachers in other content areas, and researchers have studied to try to ascertain why some teachers stay while others leave the profession. Many factors contribute to a teacher remaining within the education profession, while other factors lead to a teacher changing professions. The study examined the impact of advanced degrees on teacher retention, self-efficacy, and the programs of SBAE teachers in Georgia. The study also sought the views of Career, Technical, and Agriculture Education (CTAE) directors of multi-teacher SBAE programs to gather their perspectives on the impact advanced degrees have on the overall SBAE program within their school and districts.

Keywords: School-based agriculture education (SBAE), teacher self-efficacy, retention rates, advanced degrees, teacher attrition

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

School-based agriculture education (SBAE), teacher self-efficacy, retention rates, advanced degrees, teacher attrition

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Alyx Shultz

Committee Member

Andrew C. Thoron

Committee Member

Marcus Pollard

Document Type

Dissertation

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