The meaning in work as experienced by Oklahoma school-based agricultural education teachers.

摘要

The purpose of the qualitative, phenomenological study was to explore the meaning in work through the lived experiences of school-based agricultural education teachers in Oklahoma. Phenomenological methods were employed to investigate the experiences of 10 agricultural education teachers from each of the five agricultural education districts in the state. Research questions explored the nature of the meaningful experiences of teachers and the experiences that influenced meaning in the work of agricultural education teachers. Participants in this study experienced meaning and meaninglessness in their work, but meaningful experiences were more prevalent. Experienced meaning consisted of eight primary themes. The first seven themes addressed positive meaning, and the final theme referred to a lack of meaning experienced by the participants. Meaning was experienced when: (a) students achieved success in any form; (b) teachers recognized an awareness of making a difference; (c) teachers had autonomy; (d) teachers were in supportive environments; (e) teachers believed they were meant to teach; (f) additional time was exerted on intrinsic job activities; and (g) teachers contributed to their communities. The final theme: Meaninglessness existed but demands were viewed as a necessity. The essence revealed that teachers' experiences were most meaningful when they were intrinsic and at the local level. Recommendations were developed to address the findings and conclusions.