Factors Influencing Agricultural Education Graduates to Change Career

Abstract

The growing trend of agricultural education graduates leaving the teaching profession poses a major challenge to sustaining quality education and agricultural development. Despite the essential role agricultural educators play in promoting food security and rural innovation, little empirical research has examined the underlying factors prompting these graduates to change careers. This study investigated the motivations behind career transitions among agricultural education graduates and explored strategies to retain them within the teaching profession. Guided by the Teacher Attrition Theory and Holland’s Congruence Theory, the research adopted a multimethod phenomenological design. Data were collected through semi-structured interviews and focus group discussions involving 35 postgraduate agricultural education graduates who had left teaching. Thematic analysis was used to identify patterns and emerging themes. Findings revealed that career changes were influenced by both external factors, such as low remuneration, limited advancement opportunities, and unsupportive work environments, and internal factors, including personality incongruence and lack of fulfillment. Graduates often sought alternative careers aligned with their interests, values, and long-term goals. The study concludes that reducing attrition among agricultural educators requires improving working conditions, enhancing professional development, and aligning training programs with individual motivations and career aspirations. These measures can strengthen teacher retention and ensure the continued growth of agricultural education.

Keywords: agricultural education; career change; career retention; teacher attrition; theoretical framework