Agriculture teachers need knowledge and skills in a range of agricultural mechanics topics, such as metal fabrication and power mechanics. Teacher professional development (PD) is one method for improving teacher competence. Both Sorensen et al. (2014) and Yopp et al. (2020) reported differences in teachers' PD needs based on years of teaching…

School-based agricultural education (SBAE) teachers have an obligation to teach students about agriculture and prepare them for agricultural careers. Yet, considering the vast number of sectors within the agricultural industry, this task can be daunting. One way teachers can accomplish this mission is through preparing their students to…

Purpose: This study sought to investigate how secondary agriculture teachers' characteristics influence their perceived ability to teach students decision-making skills. Design/Methodology/Approach: We used a cross-sectional survey research design and distributed the instrument to secondary agriculture teachers in the U.S. via Facebook. We…

Litigation in education has drastically risen over past decades, representing the need for teachers to have a foundational knowledge of the educational laws which govern them. The myriad of educational law sources and the perpetually changing nature of school law serve as barriers for teachers' competence in educational law. The purpose of this…

Producing competent, qualified, effective teachers to meet a growing nationwide demand is a daunting task. Identifying and preparing school-based agricultural education [SBAE] teachers is no exception. The purpose of the study was to validate and refine a 58-item effective teaching instrument for SBAE teachers. The population of interest was SBAE…

Many universities and professional associations recognize excellence in teaching with awards; however, research findings on the impact of an award on teaching identity are mixed. The objective of this study was to qualify the impact of receiving a National or Regional United States Department of Agriculture Teaching, Extension, and Research Award…

School-based agricultural education (SBAE) and its teachers must remain current with the times to be effective. Producing an abundance of competent, highly qualified, effective, SBAE teachers is an ongoing prerogative, and measuring effective teaching in SBAE is difficult due to the complexity and uniqueness of the demands of the position. The…

Prior to the COVID-19 pandemic, school-based agriculture education (SBAE) was framed within a traditional approach to teaching and learning; teachers and students shared classrooms, met learning objectives, and promoted their local FFA programs. This study address the degrees of personal and professional motivation experienced by secondary…

Land Grant Institutions (LGIs) and Cooperative Extension were founded to bring educational access to the states they serve. In contrast to this mission and the ubiquitous nature of Extension services in US counties, Extension offices can only be found in a small number of indigenous communities. Despite these inequities, there are Extension…

Teacher connectivity represents a relatively new and exciting construct within school based agricultural education. Existing research identifying a relationship between teacher connectivity and career commitment illuminates the need for additional research on teacher connectivity within school-based agricultural education. Framed using the…

Within every organization at every level, there exists a culture that has developed over time. This culture is the underlying tone for how the organization carries out its day to day practices. With an imminent teacher shortage in Agricultural Education, understanding the organizational culture of Agriculture Educator Preparation Programs (AEPP)…

The shortage of school-based agricultural education (SBAE) teachers in the United States has been a chronic issue for decades. Besides not having sufficient graduates in our teacher preparation programs, the number of SBAE teachers annually leaving the profession further exacerbates the problem. While the reasons why SBAE teachers leave the…

The purpose of this study was to determine the level of motivation for tasks associated with program standards for beginning agriculture education teachers in Georgia. The participants in the study were middle and high school agriculture education teachers who had a minimum of one year of teaching experience in agricultural education. Study…

The overall purpose of this study was to understand the influence of selected factors on the adoption of school gardens by Agricultural Science teachers in Alabama. This study looked at how the relationships between characteristics of teachers, characteristics of innovation, and barriers to adoption affected the diffusion of school gardens. A…