Secondary Agricultural Education Teachers Research Articles

Agricultural Mechanics Preparation: How Much Do School Based Agricultural Education Teachers Recieve?

The purpose of this quantitative study was to determine the amount of preparation Iowa inservice secondary agricultural education teachers received in agricultural mechanics at the university level. Secondary School Based Agricultural Education instructors attending the Iowa Association of Agricultural Educators’ summer conference were given a paper-based survey instrument to report their perceptions of the agricultural mechanics skills and training they had received at the postsecondary level. Agricultural education teachers indicated that safety, welding, and construction were among the skills with highest concentration of instruction received at the postsecondary level. The areas in which teachers received the least amount of preparation were surveying, technology, and tractor skills. The overall lack of instruction in agricultural mechanics at the postsecondary level may lead to inexperienced and underprepared teachers. We recommended weekend or summer training be offered for inservice teachers who did not receive or received very little training at the postsecondary level. It is also recommended postsecondary institutions organize consistent ways in which agricultural mechanics courses are offered so that preservice agriculture teachers receive appropriate training prior to entering the profession.

The Dimensions of Professional Development Needs for Secondary Agricultural Education Teachers Across Career Stages: A Multiple Case Study Comparison

This study sought to understand the professional development needs articulated by secondary agricultural education teachers across three career stages. To accomplish this, we collected data from secondary agricultural educators (N = 66) in Louisiana. Then, we performed a cross-case analysis to compare and contrast themes and axial codes. Through our analysis, three themes emerged in each case: (1) presage variables, (2) context variables, and (3) process variables. The themes represented the various dimensions of professional development that teachers expressed they desired to facilitate student success better. In particular, the Early Career Teachers’ non-traditional backgrounds often limited their exposure to opportunities; therefore, they desired more knowledge and skills in technical agricultural concepts. Meanwhile, Mid-Career Teachers were more stable and confident in their roles as secondary agricultural education teachers; nevertheless, they were frustrated because of various contextual forces that complicated their job duties. Finally, Career Teachers were experiencing career wind-down and had unique professional development requests to help them cope better with contextual changes influencing their responsibilities. Findings from this study, therefore, suggested that although areas of commonality exist across career stages, it is critical to differentiate professional development across programmatic dimensions of agricultural education.

Continuing Professional Education and Collaborations Between University Faculty and Agricultural Education Teachers

The call for agricultural education programs to integrate more rigorous scientific and technology- driven content has left many secondary agricultural education teachers unprepared (Baker, 2015). New content that addresses the changes in the agricultural industry has required secondary agricultural teachers to seek continuing professional education. This case study examined one secondary agricultural education program and how the teachers in that program have taken advantage of continuing professional education opportunities to change local program content. The study shows that through collaborations with the faculty at the university and the secondary agricultural education teachers, continuing professional education can drive the changes needed to design and develop a relevant agricultural education program. It is through collaborations that the participants in this study connected continuing professional education with curriculum development, to focused on student needs and the expectations for their success after leaving the secondary program. Finally, the rigorous local program’s content has emerged from the small group discussions and one on one experiences of the teachers in this program collaborating with faculty at the university. It is through these unique continuing professional education experiences that teachers built a network that keeps them abreast of changes in the industry and provides an avenue for their lifelong learning experiences.

Teacher Longevity and Career Satisfaction in the Secondary Agricultural Education Classroom

This study investigated the characteristics and rationale for teacher longevity and success in the secondary agricultural education classroom. The population was 7,300 (N = 7,300) secondary agricultural education teachers in the United States instructing grades 6-12 during 2017-2018. The sample frame was obtained through the National Association of Agriculture Educators membership list and a random sample (n = 187) of the population was selected using the Cochran’s (1977) formula for continuous variables. The instrument used to collect data for this study was developed from a review of existing literature and consisted of 80 statements organized in four categories: influencers for career choice, employer characteristics, role of the FFA Advisor and FFA involvement, personal characteristics and professional growth, and personal characteristic questions. Participants who identified the overall characteristics which reflect their classroom longevity and success were feeling secure in their employment, developing their program, high satisfaction levels received from teaching and the variety of the lessons, and indicated former teachers having the greatest influence on their decision to pursue secondary agricultural education. The findings indicated that there are significant areas of success that should be investigated and revisited to determine the motivation for teachers to remain in the field.

Supervisor Involvement and Professional Development Needs Associated with SAE Programming and Safety

This descriptive survey research study sought to gather evidence of school-based agriculture teachers’ perceptions of community supervisor involvement with supervision and planning of students’ Supervised Agricultural Experience (SAE) work activities and safety training professional development needs. Responding teachers indicated they agreed to strongly agreed that secondary agricultural education teachers were highly involved in planning (90.5%, f = 208), student SAE projects but were in less agreement that parents (57.6%, f = 133), and employers (45.0%, f = 104) were highly involved in planning students’ SAE projects. Teachers were more in agreement that parents (62.6%, f = 144) and employers (68.8%, f = 159) were highly involved in supervising students’ SAE projects. The professional development topic with the lowest level of agreement (58.5%) was preparing safety guidelines for SAE programs. Other safety related professional development topics of interest from teachers included chain saw safety, greenhouse safety, ladder safety, and processing equipment. Agricultural education professionals should implement community outreach seminars and curriculum to support teachers’ professional development in engaging community stakeholders to assist teachers with improving safety conditions for student workers. Additional professional development may be dedicated to technical safety training targeted for specific production agriculture hazards. Recommendations for further research are discussed.

Does Agricultural Mechanics Laboratory Size Affect Agricultural Education Teachers' Job Satisfaction?

Secondary agricultural education teachers were surveyed to examine if a relationship existed between the physical attributes of agricultural mechanics laboratories and agricultural education teachers’ enjoyment of teaching agricultural mechanics. Teachers also indicated their competence to teach courses other than agricultural mechanics within the agricultural education curriculum, perceived importance of Iowa agricultural education curricula, and training an agricultural mechanics Career Development Event (CDE) team. Responses were collected from 103 Iowa agricultural education teachers. It was found that shop size and the age of the shop did not have a correlation between agricultural education teachers’ enjoyment of teaching agricultural mechanics, competence in other courses, importance of agricultural mechanics, or training a team to compete in the state CDE. Teachers’ enjoyment of teaching agricultural mechanics was positively correlated to the size of the budget for consumables and equipment for their agricultural mechanics laboratory. Researchers recommend that further research be conducted to identify factors which motivate agricultural education teachers who teach agricultural mechanics within secondary agricultural education programs

Agriculture Teachers’ Use of Interactive Whiteboards (IWBs): Teachers’ Perceptions of Innovativeness and Technology Integration

The purpose of this descriptive-correlational study was to assess the level of innovativeness of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB). The study also sought to determine if relationships existed between teachers’ IWB innovativeness scores and selected personal and professional characteristics. The findings of this study revealed that as a teacher’s age and years of teaching experience increased, his or her perceived level of innovativeness regarding use of interactive whiteboards (IWBs) decreased. Therefore, younger and less experienced teachers were further advanced in Rogers’s (2003) innovation-decision process. In addition, this study found that a majority of the agriculture teachers were in the implementation and confirmation stages of the innovation-decision process. Implications and recommendations point to creating professional development experiences for teachers in the knowledge and persuasion stages of the innovation-decision process to learn about effective use of IWBs, to acquire procedural or “how-to” knowledge of the IWB, and to have opportunities to practice using it. Additional research should examine how the use of IWBs affects student learning and achievement in school-based agricultural education.

Career Development Event Preparation and Experiential Learning Strategies Employed by Pennsylvania Secondary Agricultural Education Teachers

Career development events are an important facet of the National [Future Farmers of America] FFA organization as well as the teaching and learning segment of the national research agenda for career and technical education (Lambeth, Elliot and Joerger, 2008). Students are often prepared to compete in these events by their FFA advisor. Career development events provide students the opportunity to practice, in a competitive setting, the skills and knowledge gained through classroom and laboratory instruction. Thus, these events could be described as an experiential learning opportunity that allows students to practice skills, model procedures, receive feedback, and apply knowledge. The current study sought to determine the linkages between the implementation of experiential learning strategies and the approaches employed by agricultural education teachers to prepare students for state-level events. A stratified random sample of current agricultural education teachers in Pennsylvania was selected for participation. Data were collected utilizing an electronic survey technique. Results indicated that agricultural education teachers use experiential learning and a variety of techniques, time schedules, and preparation strategies in preparing for career development event competition.

Assessing the Teacher Self–Efficacy of Agriculture Instructors and Their Early Career Employment Status: A Comparison of Certification Types

The purpose of this descriptive–correlational study was to assess the level of teacher self–efficacy of first–year, secondary agricultural education teachers in Oklahoma at the beginning and end of their entry–year in the profession and describe their early career retention. This study found that these first– year teachers increased their level of teacher self–efficacy throughout the year. The alternatively certified (AC) teachers indicated the largest amount of perceived growth across three teacher self– efficacy constructs. However, when considering the assessment scores of university supervisors, it was found that traditionally certified (TC) teachers outperformed their AC counterparts by roughly a one–half point margin on each construct. Further, statistically, the TC teachers performed significantly better on the student achievement indicators standard than did the AC teachers. It was found that the difference in effect size between TC and AC teachers was between “medium” and “large” for all constructs. Finally, this study revealed that, statistically, the TC teachers had significantly higher retention rates as compared to their AC teacher counterparts.

Measuring the Relationship between Agriculture Teachers’ Self-Efficacy, Outcome Expectation, Interest, and their use of Interactive Whiteboards

The purpose of this descriptive-correlational study was to examine the level of self-efficacy of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB) in classroom teaching. The study also sought to determine if relationships existed between teachers’ IWB self-efficacy scores, outcome expectation scores, interest scores, and selected personal and professional characteristics. The findings of this study revealed that as age and years of teaching experience increased, levels of self-efficacy and outcome expectations decreased. Therefore, younger and less experienced teachers were more efficacious and had higher expectations regarding the use of IWBs. Further, this study showed that teachers who perceived they used IWBs more frequently demonstrated higher levels of self-efficacy and outcome expectation. Recommendations and implications point to the creation of professional development opportunities for digital immigrant teachers to learn how to use IWBs more effectively and engage students better. In addition, future research should examine how digital native teachers are using IWBs as well as other interactive technologies they may be using in their classrooms.

The Benefits and Barriers Toward Diversity Inclusion Regarding Agricultural Science Teachers in Texas Secondary Agricultural Education Programs

This study analyzed Texas secondary agricultural education teachers’ (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web–based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and personal characteristics and mean scores to assess teachers’ perceptions of the benefits of diversity inclusion, and perceptions of the barriers of diversity inclusion. Teachers agreed that: “educators, parents, and policymakers must develop strategies to address the different learning styles of all students;” “teachers should become familiar with students of color represented in their classrooms;” and “agricultural educators should increase recruitment efforts to promote diversity inclusion in secondary agricultural education programs.”

Preparing Future Secondary Agricultural Education Teachers To Work With Students With Learning Disabilities: Reports from Teacher Educators

Secondary agricultural education programs are enrolling increasing numbers of students with various disabilities. One consequence is that pre–service teachers are expressing a need for additional preparation to work with such students. This study was conducted to examine the preparation that pre– service teachers receive to work with students with learning disabilities in secondary agricultural education programs. The target population for the study was agricultural teacher educators who plan and in some situations, deliver such preparation. An instrument was mailed to a purposive sample of 84 teacher educators in the fall of 2006. As a result, 63 were returned for a 75% response rate. The respondents reported the cooperative pairs/groups teaching technique and the extra/extended time accommodation as most covered in their teacher education programs. The No Child Left Behind Act of 2001was the federal legislation pre–service teachers felt was most covered in their program to prepare them to implement in the secondary setting. A majority (73%) of the respondents indicated that their pre– service teachers must complete at least one special education course. It is recommended that when a special education course is not offered by another department, agricultural teacher education programs should offer a course within the department.

Job-Related Stress Among Secondary Agricultural Education Teachers: A Comparison Study

The study sought to explore and compare the current level of job stress among secondary agriculture teachers in Missouri and North Carolina. The accessible populations consisted of secondary agriculture teachers (n = 252) in Missouri and (n = 118) in North Carolina. Data were collected using the Job Stress Survey (Spielberger & Vagg, 1999). From the findings, it was concluded that agriculture teachers in Missouri and North Carolina are not in an overall state of stress compared with norm data. However, time-related job tasks were found to be a source of stress among both teacher samples, and "excessive paperwork" was identified as the highest stressor. Low stress items among teachers fell into three broad job-related categories best described as supervision, advancement, and inactivity.

Curricular Needs of Students with Specific Learning Disabilities in Illinois Secondary Agricultural Education Programs

The purpose of this descriptive census survey of secondary agricultural education teachers was to describe the curricular and classroom needs of students with specific learning disabilities (SLD) in their programs. The study found students with SLD make up 23% of the students enrolled in Illinois secondary agricultural education programs. Agricultural education teachers perceived resources for students with SLD as inadequate. Half of the respondents (51%) indicated a need to revise the state core curriculum for agriculture to better serve these students. Although respondents noted that students with SLD fell behind in class and caused delays for other students, they welcomed their presence in the classroom and acknowledged the importance of students with SLD to the agricultural workforce.

Training Needs Of New Mexico Agricultural Education Teachers Related To Inclusion Of Students With Special Needs

The purpose of this study was to describe New Mexico secondary agricultural education teachers' perceptions of the importance and their level of competence on state special needs inclusion competencies and skills for teaching students with special needs.Additionally, this study sought to determine pre-service and in-service training needs for working with students with special needs.A census of New Mexico agricultural education teachers received a mail questionnaire during spring and summer 2003.The inclusion competencies most in need of strengthening among the teachers were: understanding special education regulations, understanding different levels of special education services, understanding different levels of disabilities, and understanding the social needs of special education students.The special education teaching skills most in need of strengthening were: dealing with uncooperative special education students, working with more than one type of disability, keeping special education students on task, and adapting facilities for special education students.

A CASE STUDY OF WOMEN’S EXPERIENCES IN A PRESERVICE TEACHER PREPARATION PROGRAM

Because women are underrepresented in all domains of the agricultural education profession, this case study sought to explore women’s experiences in a preservice teacher preparation program at Oklahoma State University. The study sought to discover what role, if any, the program played in contributing to the lack of women in the profession. Results indicated that women were treated equitably by teacher education faculty and staff. However, they experienced sex stereotyping and gender bias from male student peers, male secondary agricultural education teachers, and male school administrators. Teacher education faculty were reported to be sanguine in their approach to dealing with female under representation in the profession, at times suggesting that being female was an advantage in regard to securing employment as a secondary agricultural education teacher in a state where 97% of the secondary agricultural education teachers are male. Teacher education faculty should engage their students in diversity education. They should also inform female students about gender bias and work to equip them with requisite coping skills. A theory is needed to explain the role of gender and ethnicity in career entry and development in secondary agriculture education.

Part‐Time Employment by Secondary Agricultural Education Teachers

The purpose of this study was to compare secondary agricultural educators' perceptions of the benefits and problems associated with teaching agricultural education and being involved in other part-time employment activities. The sample consisted of 107 agricultural educators nonrandomly selected from three states. Sixty-nine useable questionnaires (64.4%) were included in the final data analysis. A majority of the respondents (60.3%) were engaged in part-time employment activities. Secondary agricultural education teachers were in agreement that part-time employment has a number of benefits including financial and/or personal rewards, enhancement of teaching, increased knowledge of agriculture, knowledge of student opportunities, and provided an alternative laboratory (operating farm) for hands-on student experiences. Secondary agricultural education teachers agreed that part-time employment has a number of problems including time management issues, personal issues such as burnout and family time, conflicts of interest, competing careers, school/administrator/faculty relationships, failure to implement components of the total agricultural education program, lack of time for professional development, and limited community involvement. Teachers involved in part-time employment rated four of the benefit categories of part-time employment significantly higher than the teachers who were not involved in part-time employment. Teachers involved in part-time employment rated seven of the problem categories of part-time employment significantly lower than the teachers who were not involved in part-time employment. In summary, participants in the study believe the involvement of agricultural educators in other part-time employment activities benefits as well as provide problems for the individuals.

Barriers Perceived By Administrators And Faculty Regarding The Use Of Distance Education Technologies In Preservice Programs For Secondary Agricultural Education Teachers

A principal components analysis was used to develop an instrument that identified barrier factors toward distance education. The barrier factors of agricultural educators were compared between educators in the decision stage and educators in the implementation stage of distance education technology adoption. Respondents were grouped into decision stage or implementation stage of distance education technology adoption according to Rogers' (1995) innovation-decision process. Statistically significant differences existed for various technology types between groups' barrier factor scores. The following conclusions were formulated from this study: (a) respondents in the decision stage showed significantly more agreement toward inhibiting barriers than those in the implementation stage for all barrier factors, except expense; (b) significant differences in barrier factors were found between the participants in the decision stage and those in the implementation stage for all of the distance education technology types, except digital conferencing; (c) faculty time, faculty rewards, faculty workload, administrative support, cost barriers, course quality, student contact, and equipment concerns were considered barriers for a majority of the respondents, and (d) nine barrier factors were extracted and all were considered reliable, except the expense factor.

Preparation Of Pre-Service Teachers In Agricultural Mehanics

Teacher education programs face a myriad of challenges in preparing secondary agricultural education teachers. One challenge is providing preparation in technical content areas including agricultural mechanics. The purpose of this study was to determine the level of preparedness of agriculture teacher education program graduates in the area of agricultural mechanics. The target population for the study was certifying institutions for agriculturaleducation teachers in the United States. Data were collected with a mailed questionnaire sent in the fall of 2003. A total of 69 completed surveys were returned for a response rate of 78.4%. More than 90% of respondents indicated that six of the nine content areas were included in their state's secondary curriculum. Respondents identified the level of importance as "important" for each of nine competency groupings. Respondents identified the level of preparation for hand/power tools as "prepared." The remaining eight competency groupings were rated as "somewhat prepared." More than 97% of respondents indicated that some agricultural mechanics credits were required for program completion. The average number of credits required for program completion was 9.13. A majority (58%) of institutions indicated that at least one required course was taught within the department housing the teacher preparation program.

EDUCATIONAL INTERESTS OF SECONDARY AGRICULTURAL EDUCATION TEACHERS IN GEORGIA: IMPLICATIONS FOR THE DELIVERY OF EDUCATIONAL PROGRAMMING AT A DISTANCE

This study described the interests of agricultural education teachers in receiving educational programming at a distance, and identified selected factors related to their interests with implications for program delivery. The survey population included all secondary agricultural education teachers in Georgia. Data collection involved a mixed mail/Internet approach. Responses were received from 148 teachers (43.5% response rate). Subjects responded to 13 items, including rating selected items: “3” = “Very Interested,” “2” = “Somewhat Interested,” and “1” = “Marginally Interested.” Nearly two-thirds of the teachers expressed an interest in pursuing additional education at a distance. Level of interest for receiving programming leading to a graduate degree exceeded the midway point between “somewhat” and “very interested.” A moderate, positive relationship existed for teachers between one’s interest in pursuing a graduate degree or a certificate program at a distance and one’s readiness to enroll. A college-wide, “coherent” distance education program should be developed to address the expressed interests of this audience.