Thesis (Ph. D.)--Oregon State University, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 105-108). Also available on the World Wide Web.

Thesis (Ph.D.)--Mississippi State University. School of Human Sciences. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 166-178). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 166-178). Also available on the Internet.

There has been little research conducted related to how school-based agricultural (SBAE) teachers perceive the utilization of volunteers in the classroom. The United States is facing a shortage of SBAE teachers, and with turnover rates that are not sustainable, solutions for support and reduction of the SBAE teachers’ workload must be sought with diligence. There is potential for volunteers to reduce some of the responsibilities that the SBAE teacher is faced with. The purposes of this study are to determine the demographic characteristics of the volunteers being utilized and of the SBAE teachers, determine the perceived benefits, barriers and beliefs SBAE teachers hold towards volunteer utilization, and determine if there is a relationship between these perceptions teachers hold and their choices in the utilization of volunteers. The research questions guiding this study were: 1. What are the demographic characteristics of SBAE teachers and programs in the United States? 2. What is the current utilization of volunteers in SBAE programs in the United States? 3. What are the perceptions and beliefs of SBAE teachers regarding volunteer utilization within SBAE programs in the United States? 4. What are the intentions of volunteer utilization among SBAE teachers in the United States? 5. What is the relationship between volunteer utilization and selected teacher/program characteristics and perceptions of SBAE teachers? The total population of this study was all of the SBAE teachers in the United States. A simple random sample of this population was be taken (n=500), provided by the National FFA Association based on the 2017-2018 membership (N = 11,000). This descriptive study utilized survey research to accomplish the purpose, assessing the current utilization of volunteers, and the perceptions that SBAE teacher hold. Study participants were identified as SBAE teachers who held a part or full-time assignment to teach agriculture. Descriptive statistics were utilized to determine the demographic information of the volunteers utilized, the SBAE teachers, and program characteristics. These statistics were reported with frequencies, percentages, means, and standard deviations. Regression analysis was conducted to determine if any relationships existed between the program and teacher characteristics, and between the program and volunteer utilization.

No description available.

The purpose of the study was to determine the salaries and working conditions of agricultural education teachers in the United States. To accomplish this purpose the following objectives were identified: 1. To determine the demographic characteristics of agricultural education teachers. 2. To determine the salaries, salary supplements, and monetary fringe benefits of agricultural education teachers. 3. To determine the nonmonetary benefits of agricultural education teachers. 4. To determine the major instructional and noninstructional responsibilities of agricultural education teachers. 5. To describe the work settings and working conditions in which agricultural education teachers are employed. 6. To determine the work loads of agricultural education teachers. Most agricultural education teachers reported receiving health insurance benefits. However, only a small percentage (14.7%) of respondents reported receiving fully paid health insurance for themselves and their families. In addition, fewer than one-half (41.4%) of the agricultural education teachers reported receiving fully paid major medical insurance, eye care (13.1%), dental care (20.5%), and life insurance (35.3%). Production agriculture and agricultural mechanics remain the predominant subjects taught by agricultural education teachers. However, a majority of agricultural education teachers also reported teaching agriscience. Although only a small percentage (18.8%) of agricultural education teachers advised Young Farmer chapters, most (95.8%) advised FFA chapters. Nearly all (98.4%) agricultural education teachers classified their employment status as full-time. Typically, agricultural education teachers were mployed a mean 11.3 months per year. Most (69.5%) agricultural education teachers were employed in comprehensive high schools with a mean student population of 662.4 students. Agricultural education teachers reported a mean of 6.7 periods in a typical school day and teaching load of 5.2 instructional periods per day. Nearly three-fourths of the respondents reported having one period per day allotted for planning, student visitations, or student conferences. / 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.

The purpose of this study was to develop a systematic method to determine the in-service needs of agricultural education teachers and cooperative extension agricultural agents. The sample of this study consisted of 152 randomly selected program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers from throughout the state. An 85.4 percent usable response was realized from the randomly selected group. The data collection instrument included a two part questionnaire developed by the researcher; one part to obtain biographic information and one part (a Likert type scale) to determine the projections of in-service needs. The data collection procedure consisted of mailing the questionnaires to program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers using a three round Delphi technique. Included with the questionnaire was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of data was accomplished by using frequency counts, percentages, and measures of central tendency to calculate the biographic data from the group. The t-test was used to test the research questions for statistical significance. All three research questions tested at the .05 alpha level were statistically significant. The three research questions were: Was there a difference in the perceived needs for in-service education between agricultural education teachers and cooperative extension agricultural agents in Virginia; Was there a difference in the level of participation in in-service activities between agricultural education teachers and cooperative extension agricultural agents in Virginia, and; Was there a difference in the professional opinions of agricultural education teachers and cooperative extension agricultural agents toward in-service education in Virginia. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia coordinate in-service education opportunities off-campus; (2) that the Virginia Cooperative Extension Service provide in-service opportunities for cooperative extension agricultural agents in the area of agricultural production and horticulture; (3) that the Joint Agricultural Education Staff in Virginia coordinate in-service opportunities for agricultural teachers in the area of agricultural production and agricultural mechanics; (4) that in-service educational programs for agricultural education teachers should include provisions for release time for the in-service activities, visits to employers of prospective students, and credit for attendance at workshops; (5) that in-service educational programs for cooperative extension agricultural agents should be scheduled during the work day, should receive support from administration, and should give participants an opportunity to select the kind of educational activities; (6) that the Virginia Cooperative Extension Service work closely with beginning cooperative extension agricultural agents to aid them in developing a more favorable attitude toward in-service activities; and, (7) that a joint venture between the Virginia Cooperative Extension Service and the Agricultural Education Staff be explored for providing in-service opportunities. / Ed. D.

The purposes of this study were to: (a) determine the distribution of personality temperament types of the study population of West Virginia vocational agriculture teachers, (b) determine the degree of job satisfaction expressed by West Virginia vocational agriculture teachers, (c) determine the distribution of job satisfaction among West Virginia vocational agriculture teachers by temperament type, (d) determine the distribution of West Virginia vocational agriculture teachers’ temperament types by selected demographic variables, and (e) determine the relationship between West Virginia vocational agriculture teachers’ satisfaction and selected demographic variables. The study population of 63 vocational agriculture teachers who attended the 1988 West Virginia Vocational Conference were each provided with a packet of questionnaires. Temperament types were determined using Form G of the Myers-Briggs Type Indicator (MBTI) and job satisfaction by the short form of the Minnesota Satisfaction Questionnaire (MSQ). Demographics were surveyed using an instrument developed for that purpose by the researcher. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Frequencies, means, and correlation coefficients (Pearson Product Moment and Kendall Tau) were the procedures utilized to answer the research questions. Major conclusions were as follows: (a) the majority of West Virginia vocational agriculture teachers were of the sensing-judging temperament type and the smallest group was the intuitive type, (b) West Virginia agriculture teachers were more satisfied with intrinsic than extrinsic job factors, (c) overall, West Virginia vocational agriculture teachers were satisfied with intrinsic job factors and moderately satisfied with their work in terms of general satisfaction, (d) West Virginia teachers were neither satisfied nor dissatisfied with extrinsic job factors, (e) teachers of the sensing-perceiving temperament type were the least satisfied on extrinsic and general job factors, (f) West Virginia teachers of the sensing-judging type were the oldest teachers and sensing-perceiving were the youngest, (g) teachers with sensing personality styles were more likely to hold advanced degrees than those with intuitive temperament types, (h) there was little relationship between the variables of age, educational level, years of experience, or number of teachers in a department and job satisfaction of West Virginia vocational agriculture teachers, (i) married West Virginia vocational agriculture teachers were more satisfied with their jobs than single teachers, and (j) teachers with intuitive-thinking personality types had the least teaching experience of the four Keirsey temperament types. / Ed. D.