Abstract
Various federal enactments in 1963, 1968. and 1976, for vocational education have brought about numerous structural changes and innovations in vocational agriculture education programs and in the ways in which the teacher develops and implements these programs (U.S. Office of Education, 1965; Phipps, 1980). Consequently, there are many additional competencies that secondary vocational agriculture education teachers must possess in order to plan and implement successful program offerings (King & Miller, 1985).
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