This study examined secondary agricultural education teachers' perceptions and implementation of SAE and the SAE for All framework. Since the rollout of SAE for All in 2018, little research has been conducted about its implications for school-based agricultural education (SBAE). A census of SBAE teachers in seven Midwest states was conducted in…

Superintendents play a key role related to influence and decision making at the school building level. This study aimed to determine the perceptions of superintendents across [State] related to school-based agricultural education (SBAE). The Theory of Reasoned Action and Planned Behavior undergirded this study. This non-experimental descriptive…

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…

Agricultural education teacher preparation programs constantly attempt to keep pace with 21st-century agriculture and provide relevant pedagogical and content training for pre-service teachers. The National Research Council urged land-grant universities to focus on the needs and demands of students. This study aimed to identify Iowa State…

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…

This study aimed to describe school-based agricultural education (SBAE) teachers' perceived Pedagogical Content Knowledge (PCK) and individualized professional development needs by licensure type. A series of survey questions were used to describe the sample of SBAE teachers, their PCK, sources of knowledge, and professional development needs.…

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…

The purpose of this study was to examine the routes to certification and turnover intentions of agriculture teachers to identify differences between alternatively and traditionally certified teachers. The population consisted of a census of early career agriculture teachers in Wisconsin with fewer than three years of teaching (N = 67) with a…

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…

Due to the overwhelming number of teachers exiting the profession each year, recruitment and retention efforts continue to be a high priority for stakeholders within agricultural education. Specifically, teacher attrition has been identified as one of the leading problematic issues hindering growth of school-based agricultural education (SBAE)…

The educational landscape in America is changing every day. The need for effective teachers, especially those in agricultural education, remains a high priority. This national study sought to identify the human capital (i.e., education, training, skills, and experiences) necessary for effective school-based agricultural education teachers. The…