Personal resilience of first-year, alternatively certified agriscience teachers

Debra M. Barry; Anna J. Warner; Sarah E. LaRose; Blake C. Colclasure; Edward W. Osborne

doi:10.37433/aad.v3i1.183

Authors

Debra M. Barry University of Florida, USA https://orcid.org/0000-0001-9579-3872
Anna J. Warner Washington State University, USA https://orcid.org/0000-0003-4683-9912
Sarah E. LaRose Purdue University, Indiana, USA https://orcid.org/0000-0002-0279-783X
Blake C. Colclasure Doane University, Nebraska, USA https://orcid.org/0000-0002-8375-286X
Ed W. Osborne University of Florida, USA https://orcid.org/0000-0003-1967-717X

DOI:

https://doi.org/10.37433/aad.v3i1.183

Keywords:

agricultural education, beginning teacher, hardiness, mindset, teacher challenges

Abstract

A wide range of challenges continues to exist in delivering school-based agricultural education (SBAE) programs. Among the most pressing challenges are the recruitment and retention of high-quality agriculture teachers (Guffey & Young, 2020). Teacher educators and researchers in SBAE are tasked with meeting the nationwide demand for teachers, while also better understanding the status of alternatively certified agriculture teachers (Foster et al., 2020). This study explored the challenges, coping strategies, and personal resilience of first-year agriscience teachers in Florida who held a temporary teaching certificate. Using a qualitative, phenomenological approach, seven alternatively certified Florida agriculture teachers were interviewed. The personal resilience framework developed by Hoopes (2017) guided this study, as researchers examined alternatively certified teachers’ experiences and responses to challenges in their teaching. Emergent themes included prior plans to teach, overwhelming expectations, supportive networks, aspects of resilience, and feelings of motivation and inspiration. This study highlights the need for proactive professional development and support systems for first-year, alternatively certified agriculture teachers.

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