Administrative Support of Arizona School Based Agricultural Education Programs: An Exemplary Case Study Analysis

Abstract

The United States is facing a teacher attrition issue. This is exacerbated within the agricultural educator community due to additional duties beyond what is expected of a typical classroom teacher, compensation for those duties, and lack of administrative support. Despite adjacent research on teacher attrition, there remains a gap in knowledge about specific and effective administrative supports that can be provided to retain agricultural educators. The purpose of this multi-case study was to identify successful cases of administrator-agricultural educator relationships and describe how these administrators support Arizona agricultural educators with intracurricular programming as a part of the three-component model of School Based Agricultural Education (SBAE). Seven exemplary cases of SBAE programs with the presence of administrative support were identified in Arizona. Agricultural educators, CTE directors, and principals from each case were interviewed individually to capture their perspective on the administrative support offered at their site. Four themes emerged from the data: 1) Administrator structure is the machine, agricultural educator communication is the oil; 2) Greater vision and priority alignment between all parties yields stronger support; 3) Administrators engage with programs across a continuum of involvement; and 4) Administrators empower agricultural educators to be the stewards of their program. The presence and importance of relationships grounded in trust was the common undercurrent within each theme. Administrators and agricultural educators alike should strive to build trusting relationships through regular communication and collaboration. Aligning program visions between each party and working together towards collective ends also creates a supportive environment and encourages trusting relationships.