School-based agricultural education instructors' self-perceptions of well-being

Abstract

The purpose of this Q methodology study was to explore Oklahoma school-based agricultural education (SBAE) teachers' perceptions of their well-being.

Twenty-four SBAE teachers from Oklahoma sorted a Q set of 40 statements related to well-being. Through centroid analysis and varimax rotation, two factors were identified for interpretation. Arrays, demographic information, field notes, and post-sort interviews were used to interpret the factors: the Network Builders and the Confident Connectors.

The Network Builders recognize abundant social support from their community and others in a profession that provides purpose to these educators. The Confident Connectors also recognize a natural social support that allows for a community embeddedness through strong family ties. Statements related to the discussion of mental health and potential irreversible tolls to physical health caused by work were sorted "most unlike" by these groups.

Findings indicate a strong social support system through family ties, community support, or a network of other educators may provide important aspects of SBAE teacher well-being.