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Heath-Camp and Camp (1992) stated, "No period is more critical to the success of a beginning teacher than the induction phase" (p. 35). Garton and Chung (1995) maintained, "Research is needed to assess the inservice needs of today's beginning agriculture teachers" (p. 78). However, Darling-Hammond and Rustique-Forrester (1997) stated, "Of the teachers in classrooms in the year 2006, more than half will have been hired in the next 10 years" (p. 1). Further, Huling-Austin (1986) found that 15% of all new teachers leave the profession after one year of service, "in excess of two-thirds of those [leaving] will do so in the first four years" (p. 3), and by year seven 40 to 50% of a beginning teacher cohort had left the profession. This trend continued through the decade of the `90s (National Center for Education Statistics, 1997). It appears the profile of today's entry-phase teachers-including those who teach agriculture- may be changing rapidly.

Selected Variables Related to Expected Longevity in Teaching of Entry-Phase Agriculture Teachers