Examining the Influence of Pedagogical Content Knowledge, Job Satisfaction, And Professional Identity on the Turnover Intentions of Traditionally Certified and Alternatively Certified School-Based Agricultural Education Teachers: A National Study

Recruitment and retention of agriculture teachers has been an ongoing challenge within education, with schools struggling to attract and keep qualified teachers. Research has explored many factors—including job satisfaction, work-life balance, administrative support, and professional development opportunities—to uncover the complex roots of teacher turnover. Despite these efforts, the cycle of recruiting and sustaining passionate and competent agriculture teachers remains a significant hurdle. A clear and comprehensive understanding of the factors that influence teacher turnover intentions is needed. This research aimed to explore the factors that influence the turnover intentions of SBAE teachers by licensure type. The Four Capital Theory of Teacher Retention guided this quantitative relational study. The study targeted a population of SBAE teachers across the United States during the 2023-2024 school year. A researcher-developed survey instrument was utilized to collect data from teachers. The survey instrument assessed SBAE teachers' PCK, professional development needs, job satisfaction, professional identity, and turnover intentions. In total, 470 SBAE teachers participated in the study, providing a rich dataset for analysis. Data from the survey was analyzed using various statistical techniques. Descriptive statistics painted a broad picture of the variables in question, allowing for a straightforward interpretation of the surveyed teachers' characteristics and responses. To probe deeper into the factors predicting SBAE teacher turnover, ordinary least squares regression was employed, examining how each factor influenced the turnover intentions of SBAE teachers. Analysis showed that job satisfaction and professional identity had a more pronounced effect on turnover intentions among AC teachers compared to TC teachers, suggesting tailored strategies might be needed to support each group differently. Additionally, PCK significantly influenced professional identity, especially for AC teachers, underscoring its importance in teacher retention strategies. This dissertation recommends several strategies based on its findings. Mentorship programs are advised to combat the universal decline in job satisfaction among SBAE teachers. Collaborative recruitment and retention strategies that look beyond job satisfaction metrics are encouraged, suggesting a focus on intrinsic motivators like professional identity and dedication. Enhancing teacher preparation programs to include training on classroom management, curriculum development, and teacher-student relationship improvement is suggested. Also, tailored professional development programs should reflect the identified needs of TC and AC teachers, including content-specific topics, technology, FFA, and curriculum development. Lastly, establishing holistic support systems in schools that provide administrative support and recognize teacher efforts is recommended to increase job satisfaction and retention.