The purpose of this study was to assess the relationship between the attitudes held by Virginia's vocational agricultural teachers toward the Future Farmers of America (FFA) and certain variables contributing to these attitudes which may influence the ability of the teachers to incorporate effectively a FFA chapter into a local program of vocational agriculture. The sample of this study consisted of 201 vocational agricultural teachers randomly selected from the 417 vocational agricultural teachers throughout the state. An 85 percent usable response was realized from the randomly selected group which constituted data input for the study. The data collection instrument included a two part questionnaire developed by the researcher; one section to obtain demographic data from the vocational agricultural teachers, and one section (a Likert type scale) for the measurement of vocational agricultural teachers' attitudes toward the FFA. The data collection procedure consisted of mailing the instrument to teachers in the sample. Included with the instrument was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of the data was accomplished by using frequency counts, percentages and measures of central tendency to calculate description data from the group. The Pearson Correlation Coefficient, the Standard t-test, or the Analysis of Variance were used to analyze each null hypothesis for significance. Of the nine null hypotheses tested at the .05 alpha level, six were rejected. The rejected null hypotheses were: there would be no difference among teachers with dissimilar previous FFA membership in regard to their attitudes toward the FFA, there would be no relationship between years of teaching experience in vocational agriculture and teachers' attitudes toward the FFA, there would be no difference among teachers who have taken dissimilar in-service FFA oriented workshops in regard to their attitudes toward the FFA, there would be no relationship between participation in FFA activities during the student teaching experience and teachers' attitudes toward the FFA, there would be no relationship between participation in collegiate student organizations and teachers' attitudes toward the FFA, there would be no difference among teachers who teach in Senior High Schools, Junior High Schools, Comprehensive High Schools, or Vocational-Technical Schools in regard to their attitudes toward the FFA. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia work closely with beginning and inexperienced teachers to aid them in developing a more favorable attitude toward the FFA; (2) that in recruiting prospective agricultural teachers, high priority should be given those having FFA membership; (3) that investigations be conducted to determine why pre-service and in-service FFA oriented courses are not contributing to developing a favorable attitude in teachers toward the FFA; (4) that the State Agricultural Education Staff develop FFA oriented workshops in Virginia for all teachers to improve their competencies in FFA advisement; (5) that all vocational agricultural students be required to belong to an agricultural education related collegiate student organization; (6) that programs which prepare prospective teachers of vocational agriculture in Virginia require participation in FFA activities during the student teaching experience; (7) that the Joint Agricultural Education Staff in Virginia continue to identify and to provide for instrumental activities which would enhance teachers' attitudes toward FFA. / Ed. D.

Middle school programs in agricultural education are unique educational experiences that provide middle school aged children in Virginia with a basic understanding of agriculture and its applied sciences. Curriculum innovations such as the one for Virginia middle schools provide guidance for teachers in the field and offer a base from which programs can operate. However, the benefits of educational innovations are never fully realized until the teacher in the classroom adopts and implements the changes. The purpose of this study was to determine the relationship between teacher characteristics and the adoption of agriscience curriculum in Virginia middle school agricultural education programs. The population for this study consisted of the 57 middle school teachers of agricultural education in Virginia. All of the teachers were surveyed with an 81% response rate obtained. Selected conclusions drawn from the findings were: 1. There are two distinct groups of middle school agricultural education teachers in Virginia, those who are teaching a large part of the approved curriculum and those who are teaching only a small portion of the curriculum. 2. Teacher attitude toward agriscience is a significant predictor of the amount of agriscience curriculum taught. 3. Teacher knowledge of agriscience is a significant predictor of the amount of agriscience curriculum taught. 4. Teacher expectations of agriscience curriculum is a meaningful predictor of the amount of agriscience curriculum taught. Selected recommendations drawn from the findings and conclusions are: 1. Given the existence of the significant contribution of the teachers’ positive attitude toward the amount of agriscience curriculum taught by middle school teachers of agricultural education in Virginia, more effort by teacher education, the Virginia Department of Education, and agricultural interests in Virginia should be devoted to building positive attitudes toward agriscience. 2. Given the significant contribution of the teachers’ knowledge toward the amount of agriscience curriculum taught by middle school teachers of agricultural education in Virginia, more effort is needed by teacher education to prepare prospective teachers in agriscience content and methodology as part of their teacher preparation. The Virginia Department of Education and agricultural interests in Virginia should also commit to teacher training through inservice and other activities involving agriscience education. / Ph. D.

In this thesis the author has conscientiously attempted to portray in clear fashion the status of all V.P.I. graduates, post graduates, and those qualified to teach in vocational agriculture since 1918. The material collected, it is hoped, will serve as a source of information for professors at V.P.I. who have to do with guidance and placement. Furthermore, it is expected that the information contained herein, will show certain pertinent facts concerning the department of vocational education in question. Is the department efficient? Do its graduates secure jobs? Are salaries commensurate with time spent in securing degrees? Does the higher degree have any significance so far as increase in salary or steps in advancement are concerned? Have the V.P.I. graduates obtained positions of unusual responsibility and honor? Has service rendered by these graduates been hit or miss, or has it been constructive and definite over a long period of time? What has been the percentage of V.P.I. agricultural men who have entered occupations allied to farming? Are there any facts which indicate success n these allied occupations? Such questions as the above, and others, are answered in this thesis. In attempting to collect the information mentioned above the author has made use of the Alumni Office files; the records in offices of the various supervisors of Agricultural Education - Dr. W.S. Newman, State Board of Education, Richmond, Va.; Mr. D.J. Howard, Assistant State Supervisor, Winchester, Va.; Mr. T.V. Downing, District Supervisor, Ivor, Va.; Mr. J.O. Hoge, District Supervisor, Blacksburg, Va.; Mr. F.B. Cale, District Supervisor, Appomattox, Va.; department files; Alumni files; Registrar's office; Cormier's thesis and questionnaires. Grateful acknowledgment is made to these men as well as to Professors E.C. Magill, H.C. Groseclose, H.W. Sanders, and other school officials who have rendered valuable assistance in the arduous task of preparing this thesis. / Master of Science