The purpose of this study was to describe the perceptions and attitudes of college and university administrators toward secondary agricultural education programs and the FFA. The study followed a descriptive survey research design. A researcher-modified questionnaire was sent electronically through Qualtrics to 265 college and university administrators who were in charge or undergraduate programs in agriculture, natural resources, and related science programs were offered. One hundred one individuals responded in the study for a response rate of 38 percent. The data were analyzed using descriptive statistics, t-tests, and ANOVA. The study found that current college and university administrators of agriculture programs for undergraduates were males over 46 years of age and had worked in academic for over 20 years. These individuals had been in their current positions for between 1 and 6 years. Less than a majority of current college administrators has high school agriculture as a secondary student, had a supervised agricultural experience program (SAEP), or had been a member of the FFA. College administrators who worked at non land-grant universities, who had high school agriculture classes, were FFA members, had an SAEP, or who volunteered for FFA activities had stronger perceptions regarding secondary agricultural education programs and the FFA than did their counterparts. Recommendations are made to work with secondary agricultural education programs in establishing positive relationships with teachers and students and to offer opportunities to expose students to educational opportunities on college campuses. Additional research should be conducted with faculty members on their relationships with secondary agricultural education programs and the FFA.

Leadership has been a foundational component of secondary agricultural education and teachers are recognized as the program leader; furthermore, agriculture teachers are expected to develop leadership in their students. However, research examining the leadership style of agriculture teachers has not been fully vetted. The purpose of this study was threefold: to examine transformational leadership in secondary agricultural education from philosophical, qualitative, and quantitative perspectives. The study was conducted through a qualitative case study of an agricultural education program at the local level and through a quantitative study of secondary agricultural educators at the national level. The philosophical portion of the study gave an overview of the agricultural education model and the transformational leadership approach. A dynamic model was developed for agricultural education which places an emphasis on the leadership approach of the agricultural educator. The Transformational Leadership and Community Impact (TLCI) Model was developed to provide a more holistic approach for operating a high quality secondary agricultural education program. The qualitative portion of the study was a case study to examine the leadership styles of two agriculture teachers in a high quality secondary agriculture program. The transformational leadership approach of Bass and Avolio provided the framework to explore the leadership styles of the agriculture teachers as perceived by those closely associated with the agriculture program. The results of this case study suggest that the transformational leadership style of the agriculture teachers was a positive and effective way to lead. The quantitative portion of the study sought to identify the preferred leadership style of a random sample of agricultural educators across the nation who taught secondary agriculture during the 2008-2009 school year. Data were collected online using the Multifactor Leadership Questionnaire (MLQ). Descriptive statistics were used for reporting the demographic and personal characteristics of respondents. Mean scores were calculated to determine the leadership style and leadership factors of the agriculture teachers. The study concluded that secondary agricultural educators were more transformational in their preferred style in contrast to transactional and laissez-faire leadership styles. The highest mean score for a factor in transformational leadership was Individualized Consideration and the highest mean score for a factor in transactional leadership was Contingent Reward.

This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD) taking agricultural education classes. It also sought to determine factors that motivate or inhibit collaboration, strategies for overcoming the barriers that may exist, and indicators of effective collaboration between these teachers. The following research questions were answered by conducting the study. 1. What is the status of collaboration between agriculture and special education teachers to enhance inclusion of students with disabilities? 2. What factors exist that either motivate or inhibit collaboration between agriculture and special education teachers with regards to enhancing the inclusion of student with disabilities in agricultural education classes and laboratories? 3. If barriers exist that inhibit collaboration between agriculture and special education teachers, what strategies might be implemented to overcome them? 4. What indicators reveal the establishment and continuation of effective collaboration between agriculture and special education teachers with regards to enhancing SWD learning in agricultural education classrooms and laboratories? The researcher used interviews as the qualitative research tool. Convenience, criterion, and purposeful sampling were used by the researcher to identify participants to best answer the studies' research questions. Overall, collaboration between agricultural and special education teachers did exist. The frequency of collaboration depended on many factors. In most schools the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time provided for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication via technology, creative scheduling to allow for collaboration, and provision of professional development to enhance the knowledge of each teacher regarding the discipline of the other teacher. / Doctor of Philosophy / This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD). It also sought to determine factors motivating or inhibiting collaboration, strategies for overcoming the barriers that may exist, and to show indicators of effective collaboration. Sixteen secondary teachers were interviewed by the researcher. Eight secondary agriculture and eight special education teachers were participants. Overall, the working relationship between agriculture and special education teachers did exist. Their working relationship depended on many factors. In most schools, the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication through technology, creative scheduling, and improving training to increase the knowledge of each teacher regarding the discipline of the other teacher.

Secondary agricultural education programs provide students an opportunity to gain a wide variety of knowledge about agriculture, as well as, the career opportunities within agriculture. The National FFA Organization is available for all youth enrolled in a secondary agricultural education program with a mission to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success. In order to continue to have youth interested in agricultural colleges and the potential for pursuing agricultural careers, students must be educated about those program areas. Student perceptions of these program areas can greatly influence their motivation enroll in secondary agricultural education programs, join the National FFA Organization, and pursue agricultural career. This study used a survey method to determine the perceptions of students not enrolled in a high school agricultural program of secondary agricultural education programs, the National FFA Organization, and agricultural careers, as well as, determine the demographic characteristics of those students.