Perceptions of Secondary Agricultural Science Teachers Toward Proposed Changes in Agricultural Curricula in Texas

Abstract

The purpose of the study reported in this paper was to determine if relationships existed between characteristics of agricultural science teachers and of their current programs and the perceptions of teachers toward proposed changes in agricultural science curricula in Texas. An ex post facto research design was used. The study surveyed 933 teachers attending the opening meeting of the State Professional Improvement Conference for Teachers of Agricultural Science. The questionnaire included one part on which teachers responded on a Likert-type scale, to questions concerning the proposed changes, another part that collected personal data, and two questions concerning teachers' ultimate adoption or rejection of the new curriculum. Experience was negatively related to teachers' perceptions of the effects of the new curriculum on enrollment, supervised occupational experience programs, and Future Farmers of America. The number of schools in which the teachers had worked was negatively related to teachers' perceptions toward all aspects of the proposed curricular change. The teacher's perception toward the change process was the single best predictor of the teacher's free choice and actual decision concerning adoption of the change. Teacher input and involvement in the change process were recommended. (Six data tables are appended.) (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************t************************ PERCEPTIONS OF SECONDARY AGRICULTURAL SCIENCE TEACHERS TOWARD PROPOSED CHANGES IN AGRICULTURAL CURRICULA IN TEXAS Richard J. Norris and Gary E. Briers Vocational agriculture has witnessed several changes in the industry it serves since the passage of the Smith-Hughes Act in 1917. However, at no time in history has change in agriculture been more rapid than it is now. Agriculture is in the midst of a technological revolution which promises to bring drastic-changes. Coupled with technological advancements, economic problems have plagued farmers during the past decade, forcing many to abandon production agriculture. Burton (1986) stated that less than 3 percent of today's labor force are farmers, but more than 20 percent of U.S. workers are employed in agriculturally related careers. So, the production agriculture emphasis of the first half century of vocational agriculture may not be relevant today. Another challenge facing vocational agriculture has come about as a result of the "back to the basics" movement, epitomized by A Nation at Risk (The National Commission on Excellence in Education, 1983). This report called for stricter graduation requirements, emphasizing additional English, mathematics, science, and foreign language studies. School curricula across the ration have been changed to reflect the recommendations of this report. What does all this mean for vocational agriculture? Students enrolled in the program may have difficulty obtaining a career in production agriculture; instead, they may need to look to agribusiness for employment. Because of the increasing number of required courses for high school graduation, students biten must omit vocational agriculture. Enrollment in vocational agriculture nationwide has dropped at an alarming rate during the past decade-from 695,850 in 1975-76 to 525,071. in 1985-86 (National FFA Organization, 1986). Eudy (1986) cited these data as a mandate for changes in vocational agriculture if the program is to U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INI-ORMATION CENTER (ERIC (inns document has been reproduced as received from the Person or organisation originating it. O Minor Changes have been made to improve reproduction Quality Points of view or opinions stated in III docu ment do not necessarily represent official OERI position or policy, . hV/ve 2 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." 1