Secondary School Agriculture Teachers Research Articles

Influence of Teaching Experience on Use of Practical Methods among Secondary School Agriculture Teachers in Bureti Sub County, Kenya

Influence of Teaching Experience on Use of Practical Methods among Secondary School Agriculture Teachers in Bureti Sub County, Kenya

The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland

In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.

Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini

Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.

Opportunities and Barriers Perceived by Secondary School Agriculture Teachers in Implementing the GPS Cows Learning Module

Within the agriculture sector the use of digital technologies is rapidly expanding. There is a growing shortage of skilled people considering a career within this sector to support the uptake of agricultural technology. The GPS Cows program is designed to improve secondary school student’s knowledge and skills of emerging agricultural technologies. It highlights a range of opportunities and potential career options available to students in agriculture. This collaborative project combines the expertise and passion of researchers, industry professionals and educators in both Australia and the USA. A pilot workshop was run with ten teachers from nine Queensland and New South Wales secondary schools. Teachers participated in lectures and practical workshops, developed data analysis skills and took part in a World Café style focus group. The focus group findings highlighted that for the GPS Cows program to be implemented in secondary school classrooms, excellent resources from the GPS Cows team are needed, combined with ongoing support and guidance. Nevertheless, the participating teachers felt that their students would both engage and enjoy participating in the GPS Cows program and realise the opportunities the agricultural sector offers.

A National Study of Work Characterisitcs and Work-Family Conflict among Secondary Agricultural Educators

Data from a random sample of secondary school agriculture teachers in the United States were utilized to explore work characteristics and their relationship to work-family conflict, specifically how the work role interfered with the family role. Nine workplace characteristics (i.e., salary, work hours per work week, weekend work hours, years of teaching experience, number of agriculture teachers within the school, school community type, number of students per class, work salience, and perceived family-supportive work culture) were explored by gender. Two of the workplace characteristics, years of teaching experience and salary, were significantly different for male and female agriculture teachers. An analysis was conducted of the relationship between identified workplace characteristics and teachers’ perceptions of their work role interfering with their family role. In total, the workplace variables accounted for 22% of the variance in teachers’ perceptions of work interfering with their family. Four of the workplace variables (i.e., perceived family- supportive work culture, number of agriculture teachers per school, work salience, and work hours per work week) were statistically significant predictors of work interfering with family. Recommendations and implications for the agriculture teaching profession are discussed in light on these findings.

Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda

ABSTRACTPurpose: This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers.Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics.Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices.Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements.Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels.Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority.

A National Study of Work-Family Balance and Job Satisfaction among Agriculture Teachers

This national study sought to extend previous research on the work-family balance (WFB) ability of secondary school agriculture teachers. We utilized data from a simple random sample of agriculture teachers to explore the relationships between work and family characteristics, WFB ability, and job satisfaction. Work role characteristics of interest included weekly work hours, years of teaching experience, and average number of students per class. Family role characteristics included marital status and number of children. Additionally, we considered the influence of other life roles on WFB ability. The number of weekly work hours and being married were significant, negative predictors of WFB ability, while years of teaching experience, average number of students per class, other life roles, and number of children were not statistically significant. In total, work and non-work characteristics accounted for 19% of the variance in the WFB ability of secondary school agriculture teachers. Additionally, teachers in this study reported only moderate levels of WFB ability and job satisfaction. Finally, a significant, positive relationship between WFB ability and job satisfaction was identified. The findings from this research are discussed using the conservation of resources theory, with recommendations and implications highlighted for the agriculture teaching profession.

Why Agriculture Teachers Leave: A National Examination of Turnover Intentions and Work-Family Conflict

Using data from a random sample of secondary school agriculture teachers in the United States, this study explored the work-family conflict and turnover intentions of agriculture teachers. Additionally, this study sought to determine the relationship between work-family conflict and turnover intentions among agriculture teachers. Work-family conflict was split into two domains, work interference with family and family interference with work. Teachers reported the higher level of work-family conflict within the work interference with family domain. However, agriculture teachers in this study identified moderately low turnover intentions. The three variables of interest (i.e., work interference with family, family interference with work, and turnover intentions) were compared by gender with no statistically significant differences identified. The final objective of this study was to determine the relationship between the two work-family conflict variables and turnover intentions. The model predicted 18% of the turnover intentions among agriculture teachers. Only one of the predictor variables, work interference with family, was identified as a statistically significant predictor of turnover intentions. The implications of work-family conflict, specifically work interference with family, are discussed and recommendations for research and practice are explored.

Teaching Translocation of Photosynthetic Carbon in Secondary Schools in Trans Nzoia County: Addressing Instructional Challenges

Energy and other environmental conservation measures are emerging issues of concern all over the world. The awareness on climate change and sustainable environmental resource utilization are discussed globally in all sectors of development. This study was conducted to investigate selected Kenyan biology teachers' understanding of photosynthetic carbon translocation and sequestration in ecosystems as an emerging issue. The study sought to relate biology teaching content to a wider scope of energy flow in ecosystem; a subject taught and assessed by teachers of different secondary schools in Kenya. The study employed descriptive survey method. Secondary school agriculture teachers were randomly sampled from secondary schools in one district of Western Kenya. Self-valuation questionnaires were used to capture key information on teachers understanding of photosynthetic carbon and its sequestration as some of the emerging issues in terrestrial ecosystems. Results revealed a rich understanding of green house effects on the general environment among assessed teachers. Majority of the assessed teachers demonstrated clear understanding of carbon dioxide and its contributions to climate changes. However, a high percentage of selected and assessed teachers demonstrated lack of clear grasp on translocation of photosynthetic carbon and its sequestration process from plants into the soil. Furthermore, teachers' demonstrated poor understanding of mitigation of environmental pollution, particularly via Green House Gases (GHGs) control. It was concluded that there was a general knowledge gap among selected agriculture teachers concerning emerging issues particularly in ecology. The study recommended refresher courses to strengthen teachers' competencies in understanding such emerging ecological concepts.

Lessons Learned From Conducting Workshops with University Agricultural Faculty and Secondary School Agricultural Teachers in Egypt

In July of 2007, a three–member team from the U.S. conducted a series of workshops in the Arab Republic of Egypt as part of the Capacity Building component of the AERI Linkage Project, conducted by MUCIA and the University of Illinois, and funded by USAID. The purpose of the workshops was to provide secondary agricultural teachers with the skills to implement internship experiences with their students. For the workshops, a train–the–trainer approach was taken. The purpose of this paper was to document the experiences of that team of faculty. This inquiry can provide guidance for future activities that include: (1) delivering workshops in a foreign country and/or (2) working with people from Egypt. It was concluded that the international activities conducted during this project were rewarding for all team members. We strongly encourage all faculty to consider engaging in international development activities and programs. Based on the observations and experiences, two primary recommendations are offered: (1) know the potential audience, learn the culture, and understand the local situation and (2) plan well, and be prepared to alter plans as the activity or program progresses.

Prediction Modeling Of Resource Sharing Between Secondary School Agriculture Teachers And Science Departments

No abstract available

Life Satisfaction Of Retired West Virginia Secondary School Agriculture Teachers

Retirement is for many a time of fulfillment and great personal satisfaction, while for others it is a time of frustration and isolation. An individual’s perception and satisfaction with life in retirement has been shown to be related to factors such as gender, age, religiosity, attitude toward work, retirement income, health, types of and time spent in activities, leisure satisfaction, mobility, marital status, housing, years in retirement, and retirement planning (Atchley, 1985, and Russell, 1984). Relationships between life satisfaction and situations, characteristics, and activities of the retired have been of great interest to social scientists for the past 40 years (Lohmann, 1980 and Russell, 1984).