A Phenomenological Investigation Exploring Early-Career SBAE Teachers' Experiences with Work-Related Stress

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Ag Science and Natural Resources

Date of Award

Spring 5-1-2026

Abstract

Beginning a teaching career in agricultural education can be both rewarding and overwhelming, as new educators encounter unique challenges that test their resilience and commitment. This study explores the lived experiences of early-career SBAE teachers in Texas, with a focus on the work-related stress that shape their professional and personal lives. Guided by social cognitive theory and the theory of margin, the research seeks to understand how these educators perceive, experience, and navigate stress within the first years of their teaching careers. A qualitative, phenomenological design was employed, drawing on Moustakas’ (1994) and Creswell’s (2013) approaches to capture the essence of participants’ experiences. Data was collected through semi-structured interviews, and a modified version of The Workplace Stress Scale (WSS) was used to develop open ended questions regarding stress in the workplace. To ensure credibility, strategies such as member checking and thick description were utilized. Findings contribute to a deeper understanding of the challenges SBAE teachers face early in their careers, offering insights that may inform teacher preparation, mentorship programs, and retention efforts. Ultimately, this study emphasizes the need to promote the well-being and longevity of SBAE teachers in Texas and beyond.

Advisor

Maggie Pfeiffer Salem

Subject Categories

Life Sciences

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