Incentivizing e-learning agribusiness professional development content for Tennessee secondary teachers

Christopher N. Boyer; Christopher T. Stripling; Kendall Martin

doi:10.37433/aad.v4i4.361

Authors

Christopher N. Boyer University of Tennessee, USA https://orcid.org/0000-0002-1393-8589
Christopher T. Stripling University of Tennessee, USA https://orcid.org/0000-0002-5045-3492
Kendall Martin University of Tennessee, USA

DOI:

https://doi.org/10.37433/aad.v4i4.361

Keywords:

life-long learning, stipend, motivation, workforce development, Tennessee

Abstract

Teacher professional development is seen by many as a cornerstone for initiating educational change. Yet, there are many challenges to participating, such as family commitments, high workloads, poor-quality content, high program costs, and frequent travel. Financial incentives can be an effective tool to overcome these challenges. However, setting up incentives to motivate participation can be difficult, since several factors can influence the optimal payment level. This study investigates how content, time commitment, and stipend payment influences willingness to participate in an agricultural professional development program. Data were collected by surveying participants. Most of the participants joined the program based on the content and stipend, indicating both were influential for involvement. The $500 stipend offered to teachers exceeded the compensation for which they were willing to participate, and they indicated they were willing to dedicate additional hours to professional development. Based on the results of this study, we recommend stipends for professional development be at rates comparable or higher than local instructional rates to maximize participation and persistence.

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References

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