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' WW -nq - w u .u .1.“ .4 5? , ln~‘.‘......A 9-9 ,.... - "‘1 .- u . '.'..'~..L'-’$'3~’-".- .'...',’ a: ‘73."? .'.".. .4 w ._ . “0—..- u...- .fl. 0“. -. '1 no} ’ “Off ”getazqdr—ba .;r':'- f- all-am.» 1 . M "”"F‘Wq... wars-5:8 SETAT UENIV RS ITYL IIIIIIIIIIIIIIIIII IIII II IIIIIIW 3 1293 00908 552 7 This is to certify that the thesis entitled THE PRIORITIZATION OF AGRICULTURAL EDUCATION TEACHERS' RESPONSIBILITIES AS PERCEIVED BY VOCATIONAL ADMINISTRATORS AND AGRICULTURAL EDUCATION TEACHERS presented by FREDRICK MICHAEL ENNIS has been accepted towards fulfillment of the requirements for M. 8‘. degree in AGRICULTURAL EDUCATION {Mop/7. 7mm Major professor Date May 7, 1991 0-7639 MSU is an Affirmative Action/Equal Opportunity Institution pr {.13me Michigan State University \ I PLACE IN RETURN BOX to remove this checkout trom your record. TO AVOID FINES return on or before date due. DATE DUE DATE DUE DATE DUE __T____ MSU Is An Affirmative ActioNEquel Opportunity Inaitution cmmu.‘ —_ THE PRIORITIZATION OF AGRICULTURAL EDUCATION TEACHERS RESPONSIBILITIES AS PERCEIVED BY VOCATIONAL ADMINISTRATORS AND AGRICULTURAL EDUCATION TEACHERS by Fredrick Michael Ennis A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Agricultural and Extension Education 1991 ABSTRACT THE PRIORITIZATION OF AGRICULTURAL EDUCATION TEACHERS RESPONSIBILITIES AS PERCEIVED BY VOCATIONAL ADMINISTRATORS AND AGRICULTURAL EDUCATION TEACHERS By Fredrick M. Ennis Conflict between the vocational administrator and the agricultural education teacher is often caused by uncertainty over the priority each individual places on agricultural education teacher responsibilities. The researcher surveyed agricultural education teachers and vocational directors in Michigan to determine the priority each group placed on agricultural education teacher responsibilities. The objective was to identify the similarities, differences, and overall priority each group placed on agricultural education teacher responsibilities. The survey questionnaire contained 82 agricultural education teacher responsibilities, divided into seven areas: PEA, Teaching, Program Management, Supervised Experience Program, Professional Development, Public Relations, and School Related Activities. Data were analyzed using descriptive statistics and g-tests. There was statistically significant differences between the vocational directors and agricultural education teachers in two areas; Program Management and School Related Activities. To my mother for her decision early in life to keep and raise a child. iii ACKNOWLEDGMENTS I would like to express my sincere appreciation for the patience expressed by Dr. Eddie Moore who served as my major professor while I completed the thesis. The ball game went into extra innings. Sincere thanks to Dr. Carroll wamhoff, Chairperson of the Department of Agricultural and Extension Education (AEE), and Dr. Rex Ray for serving on my graduate committee. Sincere appreciation to Dr. Kirk Heinze, Dr. Harrison Gardner, Murari Suvedi, Sudip Suvedi, Richard Karelse, Jim Connors, Edward Williams, Jackie Steeby and all the current and past members of the AEE Research Class that reviewed various parts of the thesis. Special thanks to Diane Verlinde for keeping all the paperwork flowing. I appreciate the extra effort. Finally I would like to thank Dr. Jack Elliot for acting as a catalyst and providing the knowledge and motivation to do better research. iv TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . vii Chapter I. INTRODUCTION . 1 Need for the Study . . 1 Purpose of the Study . 4 Research Questions . 4 Definition of Terms 4 Abbreviations . . 6 Limitations of the Study . 6 Assumptions 7 Overview . 7 11. REVIEW OF THE LITERATURE . . . . . . . . . . . . . . . . . 8 Related Studies . . . . . . . . . . . . . . . . . . . . 8 Methodology Review . . . . . . . . . . . . . . . . . 15 Instrument Development Review . . . . . . . . . . . . . 15 Data Collection Review . . . . . . . . . . . . . . . . . 16 Data Analysis Review . . . . . . . . . . . . . . . . . . 17 Summary . . . . . . . . . . . . . . . . . . . . . . . . 18 III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . 20 Population . . . . . . . . . . . . . . . . . . . . . . . 20 Sample Selection . . . . . . . . . . . . . . . . . . . . 20 Instrumentation . . . . . . . . . . . . . . . . . . . . 22 Data Collection . . . . . . . . . . . . . . . . . . . . 24 Data Analysis . . . . . . . . . . . . . . . . . . . . . 25 Summary . . . . . . . . . . . . . . . . . . . . . . . . 25 IV. RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . 27 Respondent Characteristics . . . . . . . . . . . . . . . 28 Descriptive Statistics . . . . . . . . . . . . . . . . . 30 I-test Results . . . . . . . . . . . . . . . . . . . . . 59 Summary . . . . . . . . . . . . . . . . . . . . . . . . 65 V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . Summary Findings . Conclusions Recommendations Reflections APPENDICES A. B. G. NAMES OF THE REVIEW COMMITTEE CORRESPONDENCE T0 RESEARCHERS . LETTER OF APPROVAL FROM THE MSU COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS . . LETTER OF TRANSMITTAL . SURVEY INSTRUCTION SHEET AND SURVEY INSTRUMENT . . THANK YOU/REMINDER LETTER SUPPLEMENTAL TABLES BIBLIOGRAPHY . vi Page 66 66 67 69 70 71 72 73 77 78 79 87 88 124 Table 10. ll. 12. 13. LIST OF TABLES Percentage of the Total Sample Responding to the Survey . Response to the Survey by Agricultural Education Teachers . . . . . . . . . . Vocational Director Group Response to the Survey Distribution of Respondents by School Type Rating of the Top 10 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers). Rating of the Top 10 Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . Rating of the Top 10 Agricultural Education Teacher Responsibilities by Vocational Directors . . Rating of the Top 10 EPA Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the Top 10 EPA Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . Rating of the Top FEA 10 Agricultural Education Teacher Responsibilities by Vocational Directors Rating of the Supervised Experience Program Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the Supervised Experience Program Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Rating of the Supervised Experience Program Agricultural Education Teacher Responsibilities by Vocational Directors . . . . . . . . . . . vii Page 28 29 29 30 31 32 33 34 35 36 37 38 38 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Rating of the Top 10 Teaching Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the Top 10 Teaching Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . . . . . Rating of the Top 10 Teaching Agricultural Education Teacher Responsibilities by Vocational Directors . . . . . . . . . . . . . . . . . . Rating of the Public Relations Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the Public Relations Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . Rating of the Public Relations Agricultural Education Teacher Responsibilities by Vocational Directors . . . . Rating of the Professional Development Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) . Rating of the Professional Development Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . . . . . Rating of the Professional Development Agricultural Education Teacher Responsibilities by Vocational Directors . . . . Rating of the Top 10 Program Management Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) . Rating of the Top 10 Program Management Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . . . . . viii Page 39 40 41 42 43 44 45 46 47 49 50 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. Rating of the Top 10 Program Management Agricultural Education Teacher Responsibilities by Vocational Directors . . . . . . . . . . . . . . . . . Rating of the School Related Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the School Related Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . . . . . . . Rating of the School Related Agricultural Education Teacher Responsibilities by Vocational Directors Rating of the Agricultural Education Teacher Responsibility Categories by Vocational Directors and Agricultural Education Teachers . Rating of the Agricultural Education Teacher Responsibility Categories by Agricultural Education Teachers . . . . . . . . . . . . . . . . . . . . . Rating of the Agricultural Education Teacher Responsibility Categories by Vocational Directors . 1 -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to PEA Responsibilities I -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to Supervised Experience Program Responsibilities . . . . . 1 -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to Teaching Responsibilities . . . . . 1 -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to Public Relations Responsibilities 1 -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to Professional Development Responsibilities ix Page 51 53 54 55 56 57 58 59 60 61 62 63 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. I -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to Program Management Responsibilities I -Test Results for the Vocational Director and Agricultural Education Teacher Pertaining to School Related Responsibilities Rating of the 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers . Rating of the 82 Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . Rating of the 82 Agricultural Education Teacher Responsibilities by Vocational Directors Rating of the 82 FEA Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the 82 EPA Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . Rating of the 82 PEA Agricultural Education Teacher Responsibilities by Vocational Directors Rating of the 82 Teaching Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the 82 Teaching Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . . . . . Rating of the 82 Teaching Agricultural Education Teacher Responsibilities by Vocational Directors . . Rating of the 82 Program Management Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Rating of the 82 Program Management Agricultural Education Teacher Responsibilities by Agricultural Education Teachers . . . . . . . . . Page 64 65 88 94 100 106 108 110 112 114 116 118 120 Page 50. Rating of the 82 Program Management Agricultural Education Teacher Responsibilities by Vocational Directors . . . . . . . . . . . . . . . . . . . . . . . . . 122 xi CHAPTER I INTRODUCTION Agricultural education at the secondary school level is a unique part of the total vocational education program, when compared to other vocational education offerings. Agricultural education programs have additional teacher responsibilities such as Supervised Experience Programs, and the National PEA Organization. Added teacher responsibilities, along with the leadership role agriculture education teachers play in the community, make agricultural education program responsibilities challenging. The expanding field of agricultural technology creates a demand for more persons with a wider variety of new skills. Recent national reports, W and WW £Q;_Egugatign reflect the industry's need for employees who solve problems, adapt to new technology, demonstrate effective leadership skills, and posses a solid command of the "basics”. A recent report, A Michigan Emplgyabiligy Profile (1988), emphasizes three skill areas that will be required of the future work-force: academic, personal management, and teamwork skills. In response, state departments of education and local school systems implemented innovative programs and supportive activities to develop these skills. The National PEA Organization created additional programs such as Computers in Agriculture, Agricultural Sales contest, and the Agriscience Student Recognition program. State PEA associations developed more specific programs adding complexity and opportunity to the range of agriculture education teacher responsibilities. The state of washington PEA Association administered an Agriscience Team contest and Natural Resources Skills contest to enhance program offerings. The state of Pennsylvania Department of Education promoted aquaculture as an agricultural production option. Lockwood (1976) concluded that the list of teacher responsibilities grew to the point where there were more activities than there was time in which to do them. Goode and Stewart (1981) noted in Iowa during the last 18 years at least eight, time consuming activities were added to the list of agricultural education teacher responsibilities. The growth of agricultural education program offerings are a mixed blessing; on one hand, students benefit by having more choices, and, on the other hand, teachers must constantly incorporate more responsibilities while developing new skills to keep technically updated. Blezek noted that the differing perceptions of agricultural education teacher responsibilities can frustrate teachers, and vocational education administrators (1985, p. 45). Cox (1985) attempted to identify areas of frustration by conducting a comparative analysis of the perceived importance of teacher responsibilities associated with the program components of vocational agriculture. His research indicated agriculture education teachers views of program components and priorities were in conflict with the views of school principals and superintendents. A common assumption is, if a more in-depth administrative understanding of the agricultural education teacher responsibilities existed, administrative support for agricultural education programs would be higher than if administrative understanding is low. Effective communication can lead to an "in-depth understanding" between the vocational education administrator and agricultural education teacher. Cox and Zurbrick (1986, pp. 1-2) implied that: If vocational education administrators knew and approved of activities in which the agricultural education teachers where engaged, administrative perceptions of agricultural education programs and teachers would be high. Conversely, if the school administration knew and disapproved of a program activity and the teacher believed strongly that the activity was a vital part of the program, conflict can arise. Researchers identified the need for agricultural education teachers and vocational education administrators to mutually agree on agricultural education teacher responsibilities. Moore and Camp (1979) and Cole (1979) indicated personal conflict with administrators as one of the top reasons teachers leave the profession. They indicated vocational education administrators were not aware of all the modern agricultural education teacher responsibilities. In order to reduce conflict, a mutual understanding must exist between agricultural education teachers and vocational education administrators on teacher responsibilities. W The primary purpose of the study was to identify the similarities and differences in the perceptions of both agricultural education teachers and vocational education administrators relative to agricultural education teacher responsibilities. WW 1. What priority did the vocational education administrators and agricultural education teachers place on agricultural education teacher responsibilities? 2. What were the differences between vocational administrators' and agriculture education teachers' perceptions of agricultural education teacher responsibilities? 3. What were the similarities between vocational administrators' and agricultural education teachers' perceptions of agriculture education teacher responsibilities? Definition of Iggng Agzignlgngnl EgnnngignI For agriculture education program identification purposes, agriculture education was synonymous with the more limited definition given by the Michigan Department of Education, for production agriculture. They defined agriculture production as ”An instructional program comprised of a series of courses that prepare individuals for planning and economically using facilities, land, water, machinery, chemicals, finance, and labor in the production of plant and animal products (p. 32)." Agzignlgngnl Egnnnginn fixgggnn annngzngn;L Activities designed to support and enhance the mission of agriculture education, such as the PEA, instructional equipment, classroom teaching, land laboratory and the community resources. AgriggignngI A science-based agriculture curriculum emphasizing an applications approach, problem solving, and critical thinking skills. Azga EQQEEIQDEI Edngngign Centen-L An educational facility, centrally located within a given geographic area in Michigan, designed and equipped to provide two-year vocational training programs as an extension of the area's comprehensive secondary education school systems. Ensignnl EPA QIEEDLZQELQD IEEAII The national organization for high school students enrolled in agricultural education and interested in agricultural and agribusiness careers. PeggengignI The mental images or details that form when an individual is presented with a concept. Enigzigigg‘ The value rating of items by individuals based on their experiences and cognitive processes. Snngzgiggg Agzignlgnxnl Enngxlgnggi An educational program designed by the agricultural education teacher, student and student's parents to provide the student with a supervised agricultural experience. Ignghg; Eggngnsibiligigsfi The collection of teacher duties associated with coordinating and managing an agricultural education program. This research study identified 82 representative agricultural education teacher responsibilities divided into seven categories: PEA, Supervised Experience, Teaching, Public Relations, Professional Development, Program Management, and School Related Activities. locational Miss Administrator... The administrator with most of the direct supervision and evaluation responsibilities related to the agriculture education program. Wises EEAI National PEA Organization SAEI Supervised Agricultural Experience W This study has the following limitations: 1. Only agricultural education teacher responsibilities were investigated. The study excluded any examination or consideration of the teacher's pedagogical competencies and skills required to effectively administer an agricultural education program. 2. Only schools in Michigan with agricultural education programs, grades 9-12 were considered. Other institutions offering agricultural education were excluded. 3. Respondents could have varying definitions of the agricultural education program and associated teacher responsibilities. 4. This study excludes the adult education component in some agricultural education programs. Matisse 1. All respondents knew and understood the basic teacher responsibilities of an agricultural education teacher and the program components. 2. All respondents understood the questionnaire directions and truthfully completed the questionnaire. 3. All the teachers included in the study were teaching agricultural education programs in Michigan. 4. The questionnaires were completed by the vocational administrator who made most of the administrative decisions affecting the vocational education program. Some administrators shared responsibilities for the vocational education programs offered. It was the final responsibility of the school administration to identify the school administrator. m The purpose of the study, research questions, definition of terms, abbreviations, limitations and assumptions are discussed in Chapter I. Chapter II focuses on a review of research related to the study. Emphasis was directed toward the methodology used to prioritize the teacher responsibilities. Chapter III describes the methodology used in this study. Results of the data collection and analysis are outlined in Chapter IV. The summary of the study along with the conclusions and recommendations are covered in Chapter V. CHAPTER II REVIEW OF THE LITERATURE Successful human interaction requires effective communication techniques. A simple communication technique requires two people to identify the basic framework within which they will make decisions. This process assists people to develop clear goals and a clarification of job responsibility. Agricultural education programs are part of the total vocational education system, as a result the agricultural education teacher communicates with vocational education administrators. When the communication link between the vocational education administrator and the agricultural education teacher is not maintained, problematic symptoms such as frustration, confusion and low teacher retention rates appear. Numerous studies focused on agricultural education teacher retention factors (Moore and Camp, 1979; Rush and Foster, 1984). These researchers asked: ”Why did agricultural education teachers exit the teaching profession?'. Moore and Camp (1979, p.13) identified the following reasons agricultural education teachers leave the profession: 1. Long hours 2. Had students in class who should not be in vocational agriculture 3. Long range occupational goal was something different than teaching vocational agriculture 4. Inadequate salary 5. Too many required extracurricular activities 6. Inadequate administrative support and backing on decisions 7. Too many evening responsibilities 8. Inadequate advancement opportunities 9. Students lacked interest 10. Too much preparation time required for classroom teaching 11. Disliked student attitudes 12. Inadequate administrative trust The results implied that miscommunication or a lack of communication were responsible for some of the problems. Rush and Foster (1984) concluded personal conflict with administrators was one of three major factors causing the agricultural education teachers to exit the profession. Moore and Camp (1979 p.15) ask, ”Is it possible that administrators are not aware of what the agriculture education teacher does?" To assist in answering this question, they recommended that professional organizations and teachers develop methods to more effectively communicate.with school administrators. Studies emphasized the need for effective communication between vocational education administrators and agricultural education teachers through the identification and prioritization of agricultural education program tasks (Cole, 1977; Cole, 1978; Rush and Foster, 1984; Cox, 1985; Blezek, 1985). State agricultural education program studies focused on identifying areas of agreement and disagreement between the 10 agricultural education teacher and an administrative authority (i.e. state program supervisors, principals, vocational directors, superintendents and teacher educators). Due to the uniqueness of each state's agricultural education system, conclusions reached from specific state studies cannot be directly compared to Michigan. Cole (1977) and Cole (1978), identified the level of importance placed on various teacher responsibilities as perceived by principals and vocational agriculture teachers in Iowa and Oregon. He concluded a need existed to educate school administrators about agricultural education and the supporting activities in which agricultural education teachers were involved. Rush and Foster (1984) focused on identifying the different ways in which agriculture education teachers, principals and superintendents viewed the selected tasks of Idaho agricultural education teachers. A unique feature of the study was that the specific research objectives examined the perceptions of how much time should be spent on the identified teacher tasks and agricultural education program satisfaction level of both the principal and superintendent. Of the 66 tasks identified as agricultural education teacher responsibilities, the top-rated, mutually agreed upon tasks by all groups included: 1. Activities related to safety in the agricultural education facility. 2. Maintaining an active FFA chapter was rated higher than teaching agriculture classes by teachers and superintendents. ll 3. Although teachers and administrators rated requiring and visiting a supervised agricultural experience program high, they were vague on identifying an appropriate time in which visitations could be made. Most of the disagreement between administrators and teachers centered on the following tasks: 1. Participation in non-vocational school activities. (administrators rated this higher than the teachers) 2. Attendance at general educational professional meetings. (teachers rated this lower than administrators) 3. Assisting in supervising lunchrooms, ticket taking at sporting events, supervising after-school functions, and serving as class advisor. (teachers rated these items lower than the administrators) Survey results indicated vocational education administrator's and agricultural education teacher's disagreements are centered on "regular school maintenance" tasks and the tasks related to the "academic education" process. A conclusion reached by Rush and Poster (1984) revealed superintendents and principals shared similar views while agricultural education teachers' often disagree with their administrators. 12 Cox (1985) focused on conducting a comparative analysis of perceived importance of teacher activities associated with the program components of vocational agriculture. The population in the study consisted of vocational agriculture teachers who taught more than one year in Arizona. The premise of Cox's study was if: " . . . administrative understanding of vocational agriculture programs was high, administrative program support would be high. ...if local administrators knew and approved of the activities in which the teacher of vocational agriculture were engaged, a more positive perception of the role of the teacher would prevail. Likewise, if the administrator perceives the activities in which the teacher is engaged as important and helping to accomplish the mission of the program, it is likely that administrative support will be improved (pp- 2-3).' Findings from the study indicated teachers and principals showed a significant difference of opinion on 24 of the 64 program components listed on the survey. Major differences existed between principals and teachers on: 1. The SAE program component 2. Managing the budget for the program 3. Use of time during the summer 4. Involvement of teachers in community and professional activities. 13 The areas of major agreement included: 1. Teaching vocational agriculture 2. Advise PEA Chapter meetings 3. Maintain a facility that is conducive to learning 4. Develop good working relations with school administrators, faculty and staff. The study indicated on approximately one-third of the program activity items there was significant disagreement between the principals and teachers, although both groups agreed on the most and the least important activities on_the survey. Cox indicated a need for in-service education to inform the administration of the mission of vocational agriculture and its supporting activities. Blezek (1985 p.49) conducted a study to ascertain what agriculture education teachers, teacher educators and state supervisors in agricultural education perceived as being the task priorities of Nebraska agricultural education instructors. He concluded, . . there was little evidence to indicate that major differences existed between group perceptions of ratings by task, all 50 tasks were analyzed together in a test of independence. Specifically a test was made to determine if the perception of task importance was independent of respondent group. The observed Chi square statistic was 122.58 which is significant at the .05 level. Thus, it is concluded that the perception of task importance is not the same for the three respondent groups. Overall these tasks groups: merits: 40 41 42 43 44 45 46 47 48 49 50 The following eight respondent groupsz" (”MGM-POOR)?“ 14 are rated as “low priority" by all respondent Task Working with student aides Involvement with adult farmers Conducting cooperative education/ type programs Advising the PEA Alumni Supervision of test pilot activities Conducting junior high exploratory programs Coordinating the school farm or land laboratory Duties of study hall, ticket taking, halls Assisting with athletic events Driving school bus Substituting for other teachers tasks were rated a "high priority by all Involvement with family Teaching in the Classroom Providing on-farm instruction/ SAE Involvement with discipline problems Determining Curriculum Advising meetings and activities of the PEA Instruction related to record books Conducting public relations- PEA Blezek concluded that an agreement between vocational education administrators and agricultural education teachers must be made to identify and prioritize agricultural education teacher tasks before the overall educational objectives can be achieved. He emphasized that agricultural education program activities should be consistent and provide a balance between program quality and program quantity. 15 Wis! It was appropriate to review the methodology of past studies and consider the advice from researchers when the methodology section was developed. A specific methodology review was conducted due to the importance of proper instrument design, data collection, and analysis. WWW Researchers used a variety of techniques to develop survey instruments to collect data. Cole (1977) developed one of the first survey instruments used in Iowa and Utah then later improved and used in Oregon. Cox (1985 p.4) described the development of the instrument as follows: A 99 point scale was selected for respondent use in evaluating the importance of each of the 71 activities. The descriptors "Very Important", and "Not Important” were attached to the scale values of 99, 50, and 1 respectively. The use of such a scale increased the opportunity for making sufficient appropriate responses selection and allowed for transformation of response scale values to normal deviates resulting in an increase in the relationship between reliability and the number of categories Researchers in Idaho Rush and Foster (1984) and Arizona (Cox, 1985) used the instrument developed by Cole (1977). Rush and Foster (1984) and Cox (1985) modified questions for their respective states. The latest survey instrument contained sixty-two questions identifying specific agricultural education teacher responsibilities. Blezek, (1985) took a different approach in Nebraska focusing on task analysis studies by Dillon (1977); Hudson (1978); Iverson and l6 McGuire (1977); Lockwood (1976); & Pope (undated) and input from agricultural education teachers, teacher educators, and state supervisors to develop the preliminary survey instrument. The Department of Agricultural Education, University of Nebraska graduate students, and staff members reviewed the list of teacher tasks originating from the previous sources for content validity, ease of understanding and uniformity. The final survey instrument contained fifty tasks that respondents were asked to prioritize on a Likert-type rating scale (1 - 5), with 1 being a low priority, 3 being medium priority and 5 being high priority. Blezek also asked respondents to provide demographic data, including years of teaching experience, location of the school, size of school and college degree held. Blezek's unique focus on task analysis studies and Cox's use of an established yet modified survey instrument provides an examination of two approaches to survey instrument development. WW Variations in the methods of data collection were minor when compared to development of the survey instrument. Cox's data collection procedures were representative of the data collection methods reviewed by the researcher. A representative sample from the population was identified. The sample group received a cover letter requesting their participation in the study along with a questionnaire. Teachers and administrators were instructed to independently complete 17 the questionnaire and return it. Nonrespondnets for the first mailing received a follow-up letter and questionnaire. In some studies anonymity was assured, and, in others, anonymity was not mentioned. Considering the nature of the studies that have been done in the past, (i.e. encouraging communication through the identification and prioritization of program tasks) anonymity was not an important issue. MW Common data analysis methods for comparing the two respondent groups' identification and prioritization ratings included a comparison of means, the F-test for significance of differences between the criterion groups. An analysis of three groups by Blezek (1985) included frequencies, means, standard deviation, Chi-square and Kendall's correlation of concordance. Additionally, the data were organized by a single demographic variable and combinations of variables. Rush and Foster (1984) compared the means of three respondent groups. Researchers chose to use data analysis techniques that collectively addressed the specific objectives of the study. Review of the literature revealed no study focusing on the prioritization of agricultural education teacher responsibilities as perceived by the vocational education administrators or agricultural education teachers being conducted in Michigan. Researchers mentioned previously recommended minor changes in the survey instrument and 18 research procedures if studies were to be conducted in other states, as follows: 1. Use of a Likert-type (1 - 5 point) scale (strongly disagree, disagree, neutral, agree, strongly agree) 2. Identify new teacher responsibilities. 3. Revise the scaling in the areas of disagreement 4. Update the content of the instrument' The review of research and advice from researchers in this area emphasized the need for vocational administrators and agricultural education teacher to communicate their perceptions of agricultural education teacher responsibilities. Samar! Several studies have been conducted to identify and prioritize agricultural education teacher responsibilities as perceived by vocational administrators and agricultural education teachers. Researchers have concluded that misunderstanding over agricultural education teacher responsibility caused conflict between vocational directors and agricultural education teachers. The resulting conflict lead to frustration and in some cases caused the agricultural education teacher to leave the profession. Rush and Foster (1984) concluded personal conflict with administrators was one of the three major factors causing the agricultural education teacher to exit the profession. 19 Moore and Camp (1979) asked, "Is it possible that administrators are not aware of what the agricultural education teacher does? Cox (1985) based his study on the premise that if administrative understanding of the agricultural education was high then administrative support for the agricultural education program would be high. Several studies have been conducted on Cox's premise. CHAPTER III Methodology This chapter contains a description of the survey procedures and research methods used in conducting this descriptive study. The following specific topics are described: (a) population, (b) sample selection (c) instrumentation (d) data collection, and (e) data analysis procedures. A summary concludes the chapter. mm The population for the study was the certified production agriculture (CIP Code: .01.0301) teachers, teaching in Michigan during the 1990-91 academic year. For simplification, the terms agricultural education and production agriculture programs were used interchangeably. There were 106 agricultural education programs in Michigan, for the 1990-91 academic year listed in the Agxigglgngg Egngaggxg Dizeggggy 1229;21 and confirmed by Rich Karelse, Agricultural Education Consultant, Michigan Department of Education (MDE). Only agricultural education programs with certified production agriculture teachers were included. W The researcher determined a random sample size of 82 schools with agricultural education programs to provide a confidence level equal to 20 21 95 percent and a confidence interval plus or minus five percent. Based on the presumption of a 60% survey return rate of mailed questionnaires, 82 schools received surveys; one to the vocational director and the other to the teacher. To avoid frame and selection errors, each school listed in the Agrignignng Egngngggg; Qixgngnzy 1229;21 was double checked to assure accuracy of names of the teacher and vocational administrator. Kish (1967, p.519) warns researchers that frame error sources are usually located in the selection process. Each school was given a sequential number from 1 to 106, then the random number generator from the statistical package STAT-PAC was used to select 82 out of 106 schools for a representative sample. Denzin defined a random sample as: . . every element, or some combination of elements in the population has a specified chance of being included in the sample. By drawing a random sample any differences between the sample and the population will be randomly, or normally distributed (1977, p.85). Babbie additionally defines the concept of a representative sample by adding "A sample will be representative of the population from which it is selected, if all members of the population have an equal chance of being selected in the sample." (1973, p.78) Every school and its representative vocational administrator and teacher had an equal chance of being selected for the random sample. 22 W The draft questionnaire used the question format and subject matter originally developed by Ogundipe (1980), Goode and Stewart (1981), Blezek (1985), Cox (1985), Zurbrick and Cox (1985). Letters were sent to Dr. Lee Cole, Professor Oregon State University, Dr. David Cox, Professor, The University of Arizona, and Dr. Michael Rush, State of Idaho, Division of Vocational Education requesting their advice in order to replicate a study of this nature. Their suggestions were integrated into the survey instrument. The subject matter of the questions was updated and tailored to Michigan's agricultural education program characteristics. To ensure content validity of the survey, a panel of experts from Michigan State University, Agricultural and Extension Education Department (MSU/AEE) and the Michigan Department of Education / Vocational Technical Education Service (MDE/VTES) reviewed the survey instrument and made suggestions for improvement. Their suggestions were incorporated into the final survey instrument. Ary, et al, (1985, p. 215) point out "Content validation is essentially and of necessity based on judgement..., It involves a careful and critical examination of the test items as they relate to the specified content area.“ Finally, a readability test using the Plesch-Kincaid Grade scale indicated a 12th grade reading level for the survey instrument. A Likert-type questionnaire design was chosen to measure respondents' attitudes toward the identified teacher responsibilities. 23 Ary, et a1, (1985, p. 195) indicate the: Likert-type scale is one of the most widely and successfully used techniques to measure attitudes. A Likert scale assesses attitudes toward a topic by asking respondents to indicate whether they strongly agree, agree, are undecided, disagree, strongly disagree with each of a series of statements about the topic. The researcher does not imply that a single school and teacher were expected to incorporate all the responsibilities listed in order to have a ”quality program". Each school system determines which program components best serves its' community. The final survey instrument asked respondents to rate the general agriculture education teacher responsibilities on a Likert-type scale from 1 to 5 (l - strongly disagree, 2 - disagree, 3 - neutral, 4 - agree, 5 - strongly agree). The respondents' rating of the responsibilities reflected the degree to which they agree or disagree to the teacher responsibility listed. To test the survey for internal reliability, the survey was pilot tested using MSU/AEE graduate students and selected agricultural education teachers. They were asked to read the teacher responsibility and respond. The resulting data were entered on the computer using the SPSS/PC+ and analyzed using Cronbach's Reliability Coefficient. For analysis, alpha was set at .05, and survey questions with a reliability coefficient greater than or equal to .75 were included in the final instrument. Borg and Call (1983, p. 285), state “Cronbach's Coefficient Alpha is a general form of the K-R20 formula that can be used when items are not scored dichotomously." (p.285) As a result of using Cronbach's Coefficient Alpha, two questions from the pilot 24 instrument were eliminated and the request for detailed demographic information was dropped. Review by the panel of experts determined that the questionnaire was too long and the demographic information did not directly match the research questions. Basic demographic information was retrieved from a recent base line study by Steeby and Wamhoff (1990). The Chairperson of the University Committee on Research Involving Human Subjects (UCRIHS) at Michigan State University received the UCRIHS application, a survey cover letter, the survey instrument, a statement of purpose, along with a description of research methods. Approval was necessary because the research involved human subjects (teachers and vocational directors). W The instrument used in the study was designed to obtain quantitative data needed to answer the research questions. A mail questionnaire was used to collect the data. The researcher co-authored a cover letter with Dr. Eddie Moore Professor MSU/ AEE. The cover- letter explained the purpose of the study, assured confidentiality, requested participation, and offered a computerized summary of responses to every respondent. Questionnaires were mailed to 82 selected schools and their respective agricultural education teachers and vocational education administrators. A color coded survey, along with a personalized cover- letter and self-addressed stamped envelope was mailed October 16, 1990 25 to the sample group. A reminder letter along with a second coded survey and self-addressed, stamped envelop was sent two weeks later to non-respondents. Follow-up telephone calls were made non-respondents to retrieve the remaining questionnaires. W The level of significance was set a priori at .05 for data analysis. The data was analyzed using the Statistical Package for the Social Sciences (SPSS/PC+) on a personal computer. Responses to the Likert-type scale questions were analyzed using descriptive statistics: frequencies, mean, and standard deviation. T-tests were used to identify any statistical difference between the group means. To avoid non-response error and ensure generaliziability from the sample to the population, a comparison of late respondents to early respondents was made. Smith (1984, p. 13) noted: Research has shown that late respondents are often similar to non-respondents; thus one has to estimate the nature of the replies of non-respondents are statistically compared to early respondents using the data from the study to justify generaliziability from the respondents to the sample. Samar: The final survey instrument contained 82 questions divided into seven subheadings. The survey asked respondents to rate on a Likert- type scale ranging from 1 to 5, representing their level of disagreement to agreement to the described teacher responsibility. 26 The validity of the instrument was obtained by reviewing other state instruments on agricultural education teacher responsibilities and gathering researchers' responses on how to improve the survey instrument. In addition, a panel of Michigan agricultural education experts reviewed the survey and their suggestions were accepted and used to develop the final survey. The survey was pilot tested using MSU/AEE faculty and graduate students. Revisions were made to the final survey instrument based on the response of the pilot test group. To increase reliability of the survey instrument, the basis for question elimination was a Cornbach's Alpha Coefficient of less than .75. Eighty-two schools were sent surveys. The results were analyzed using descriptive statistics and t-tests. The results of the data analyses are outlined in chapter IV. CHAPTER IV RESULTS OF THE DATA.ANALYSES The purpose of this study was to identify the agriculture education teacher responsibilities that agriculture education teachers and vocational directors agreed or disagree. The explicit research questions were: 1. To determine what priority vocational education administrators and agricultural education teachers place agricultural education teacher responsibilities. 2. To determine the differences between vocational administrators' and agriculture education teachers' perceptions of agricultural education teacher responsibilities. 3. To determine the similarities between vocational education administrators' and agricultural education teacher's perceptions of agriculture education teacher responsibilities. The data analysis was based on the responses to the Likert-type questions representing typical agricultural education teacher responsibilities in Michigan. The survey contained 82 questions divided into seven categories; PEA, Supervised Experience Program, Teaching, Public Relations, Professional Development, Program Management and School Related Activities. The data analysis was based on the responses to the 82 questions and the seven categories. The responses to the Likert-type questions were analyzed using descriptive statistics including frequencies, percentages, means, and standard deviations. The g-test was used to determine if any 27 28 statistically significant differences existed between the group means. The group means, g-values, degrees of freedom, and two-tailed probability were included in the tables. The results of the study are presented in three sections. The first section contains respondent characteristics. The second section contains descriptive statistics of the 82 individual questions and the seven categories. The third section contains the g-test results. e o e t Table 1 Percentage of the Total Sample Responding to the Survey N Percent Agricultural Education 72 48.4 Teacher Vocational Director 77 51.6 Total 149 100.0 Sample Size - 164 (82 Vocational Directors and 82 Teachers) The 149 respondents represented an overall sample survey return rate of 91% . Both groups responded to the questionnaire with similar frequencies, although the Vocational Director Group had a slightly higher representation 77 (51.6%) compared to the Agricultural Education Teacher Group with 72 (48.3%). 29 Table 2 Agricultural Education Teacher Group Response to the Survey N Percent Agricultural Education 72 87.8 Teacher Respondents Nonrespondents 10 12.2 Total 82 100.0 The Agricultural Education Teacher group achieved a survey return rate of 72 (87.8%). Table 3 Vocational Director Group Response to the Survey N Percent Vocational Director 77 93.9 Respondents Nonrespondents 5 6.1 Total 149 100.0 The vocational director group had a slightly higher intragroup survey return rate 77 (93.9%) when compared to the agricultural education teacher intergroup survey return rate 72 (87.8%). Considering the number of questions on the survey questionnaire (82), and a predicted survey return rate of 60% the actual return rate was exceptional for both groups. 30 Table 4 Distribution of Respondents by School Type N Percent Vocational Skill Center 12 8.1 Comprehensive High School 137 91.9 Total 149 100.0 The distribution of respondents by school type is presented in Table 4. The respondents from Vocational Skill Centers represented 12 (8.1%) of the total number of respondents. The total possible number of respondents from Vocational Skill Centers is 14. The return rate from Vocational Skill Centers was 85.7%. The respondents from the Comprehensive High School represented 137 (91.9%) of the total number of respondents. The total possible number of possible respondents from the Comprehensive High School was 150. The return rate from the Comprehensive High Schools was 91.3%. i ve at t c Descriptive statistics identify the central tendency of the responses. The single and combined group means, were used for comparing the responses by the vocational directors and the agricultural education teachers. 31 Table 5 Rating of the Top 10 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Develop Good Working Relationships With Administrators, Faculty and Staff 1 4.77 .65 Participate in Parent Teacher Conferences 2 4.76 .64 Attend School Staff Meetings 3 4.71 .68 Teach High School Agricultural Education Classes 4 4.67 .80 Attend FEA Chapter Meetings 5 4.65 .87 Coordinate an PEA Chapter 6 4.63 .89 Review Safety Practices With Students 7 4.62 .72 Integrate Problem Solving Skills into the Agricultural Education Curricula 8 4.58 .69 Assist in Developing an PEA Program of Activities 9 4.58 .83 Prepare Students to Participate in Leadership Contests 10 4.54 .83 The 149 agricultural education teachers and vocational directors, rated the top 10 agricultural education teacher responsibilities in Table 5. The complete list of 82 agricultural education teacher responsibilities is contained in the Appendix in Table 40. Each agricultural education teacher responsibility listed above was rated ordered by its respective mean. The standard deviation for each 32 responsibility is listed to provide insight on the variance associated within the respondent group's ratings. Table 6 Rating of the Top 10 Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Teach High School Agricultural Education Classes 1 4.64 .94 Attend PEA Chapter Meetings 2 4.64 .97 Develop Good Working Relationships With Administrators, Faculty and Staff 3 4.60 .87 Coordinate an FEA Chapter 4 4.54 1.02 Participate in Parent Teacher Conferences 5 4.54 .85 Integrate Problem Solving Skills into the Agricultural Education Curricula 6 4.53 .86 Review Safety Practices With Students 7 4.49 .87 Attend School Staff Meetings 8 4.47 .87 Prepare Students to Participate in Leadership Contests 9 4.46 .92 Assist in Developing an PEA Program of Activities 10 4.44 .90 The 72 agricultural education teachers rated the top 10 agricultural education teacher responsibilities in Table 6. A complete list of 82 agricultural education teacher responsibilities is listed in the Appendix in Table 41. 33 Table 7 Rating of the Top 10 Agricultural Education Teacher Responsibilities by Vocational Directors Responsibility Rank Mean Std. Dev. Participate in Parent Teacher Conferences 1 4.96 .19 Attend School Staff Meetings 2 4.94 .30 Develop Good Working Relationships With Administrators, Faculty and Staff 3 4.92 .27 Maintain Equipment in Compliance with the Occupational Health and Safety Administration (OHSA) Requirements 4 4.74 .47 Review Safety Practices With Students 5 4.74 .52 Assist in Developing an PEA Program of Activities 6 4.71 .74 Coordinate an PEA Chapter 7 4.71 .74 Teach High School Agricultural Education Classes 8 4.70 .65 Attend PEA Chapter Meetings 9 4.66 .77 Continually revise and Update the Curriculum 10 4.62 .54 The 77 vocational directors rated the top 10 agricultural education teacher responsibilities in Table 7. A complete list of the 82 agricultural education teacher responsibilities is listed in the Appendix in Table 41. A review of the top 10 agricultural education teacher responsibilities revealed: 1. Vocational directors placed a higher mean value on the top 10 agricultural education teacher responsibilities. 34 2. Agricultural education teachers had considerably higher standard deviations associated with their reported means. Table 8 Rating of the Top 10 PEA Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Attend PEA Chapter Meetings 1 4.65 .87 Coordinate an PEA Chapter 2 4.63 .89 Assist in Developing an PEA Program of Activities 3 4.58 .83 Prepare Students to Participate in Leadership Contests 4 4.54 .83 Prepare Students to Participate in Agricultural Skills Contests 5 4.41 .89 Organize Students to Attend the PPA District Activities 6 4.42 .90 Organize Students to Attend the PPA State Convention 7 4.40 .97 Organize Students to Attend the PEA Regional Activities 8 4.38 .93 Supervise an PEA Chapter Banquet 9 4.34 .94 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 10 4.07 .93 The 149 agricultural education teachers and vocational directors 35 rated the top 10 PEA related agricultural education teacher responsibilities in Table 8. The complete list of 16 PEA related agricultural education teacher responsibilities is contained in the Appendix in Table 43. Table 9 Rating of the EPA Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Attend PEA Chapter Meetings 1 4.64 .97 Coordinate an PEA Chapter 2 4.54 1.02 Assist in Developing an PEA Program of Activities 3 4.46 .92 Prepare Students to participate in leadership contests 4 4.44 .90 Prepare students to participate in agricultural skills contests 5 4.40 1.04 Organize students to attend the EPA District activities 6 4.38 .96 Supervise an PEA Chapter 7 4.36 .97 Organize students to attend the PPA Regional activities 8 4.29 1.01 Supervise an PEA Chapter Banquet 9 4.28 .98 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 10 4.13 .93 The 72 agricultural education teachers rated the top 10 EPA agricultural education teacher responsibilities in Table 9. The complete list of 16 PEA agricultural education teacher responsibilities 36 is listed in the Appendix in Table 44. Table 10 Rating of the Top 10 EPA Agricultural Education Teacher Responsibilities by Vocational Directors Responsibility Rank Mean Std. Dev. Assist in Developing an PEA Program of Activities 1 4.71 .74 Coordinate an PEA Chapter 2 4.71 .74 Attend PEA Chapter Meetings 3 4.66 .77 Prepare Students to Participate in Leadership Contests 4 4.62 .74 Prepare Students to Participate in Agricultural Skills Contests 5 4.53 .77 Organize Students to Attend the PEA District Activities 6 4.45 .85 Organize Students to Attend the PEA Regional Activities 7 4.40 .89 Supervise an PEA Chapter Banquet 8 4.39 .88 Organize Students to Attend the PEA State Convention 9 4.39 .91 Coordinate PEA Exhibits at the County Fair or Local Exhibitions 10 4.04 .97 The 77 vocational directors rated the top 10 PEA agricultural education teacher responsibilities in Table 10. The complete list of 16 PEA agricultural education teacher responsibilities is listed in in the Appendix in Table 45. 37 A review of the top 10 EPA agricultural education teacher responsibilities revealed: 1. Both groups were in high agreement with the top eight PEA agricultural education teacher responsibilities. 2. The vocational directors had smaller standard deviations associated with their respective mean scores on PEA agricultural education teacher responsibilities. Table 11 Rating of the Supervised Experience Program Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Make Visits to Students with Supervised Experience Programs 1 4.24 1.16 Develop Formal Agreements with Students and Employers to Ensure a Positive Supervised Experience 2 3.89 .96 Require All Students to Have a Supervised Experience Program 3 3.72 .98 The 149 agricultural education teachers and vocational directors, rated the top three Supervised Experience Program agricultural education teacher responsibilities in Table 11. 38 Table 12 Rating of the Supervised Experience Program Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Make Visits to Students with Supervised Experience Programs 1 4.26 .98 Require All Students to Have a Supervised Experience Program 2 3.85 1.21 Develop Formal Agreements with Students and Employers to Ensure a Positive Supervised Experience 3 3.83 1.01 The 72 agricultural education teachers rated the three Supervised Experience Program agricultural education teacher responsibilities in Table 12. Table 13 Rating of Supervised Experience Program Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Make Visits to Students with Supervised Experience Programs 1 4.22 .98 Develop Formal Agreements with Students and Employers to Ensure a Positive Supervised Experience 2 3.94 .91 Require All Students to Have a Supervised Experience Program 3 3.60 1.10 39 The 77 vocational directors rated the three Supervised Experience Supervised Experience Program agricultural education teacher responsibilities in Table 13. A review of the Supervised Experience Program agricultural education teacher responsibilities reveals there is close agreement between the agricultural education teacher and vocational director. Table 14 Rating of the Top 10 Teaching Agricultural Education Teacher Responsibilities By Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Teach High School Agricultural Education Classes 1 4.67 .80 Review Safety Practices with Students 2 4.62 .72 Integrate Problem Solving Skills into the Agricultural Education Curricula 3 4.58 .69 Integrate Critical Thinking Skills into the Agricultural Education Curricula 4 4.50 .72 Implement a Science Based Agricultural Curriculum "Agriscience" for Grades 9-12 5 4.50 .89 Integrate Science into the Agricultural Education Curricula 6 4.42 .81 Use Resource People in the Community to Supplement Classroom Instruction 7 4.38 .74 Counsel Students on Career Decisions 8 4.32 .75 Review Potential Legal Liability Scenarios, and Take Preventative Action 9 4.24 .88 Integrate Reading into the Agricultural Education Curricula 10 4.15 .86 40 The 149 agricultural education teachers and vocational directors, rated the top 10 teaching agricultural education teacher responsibilities in Table 14. A complete list of the 18 Teaching agricultural education teacher responsibilities is listed in the Appendix in Table 46. Table 15 Rating of the Top 10 Teaching Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Teach High School Agricultural Education Classes 1 4.64 .94 Integrate Problem Solving Skills into the Agricultural Education Curricula 2 4.53 .86 Counsel Students on Career Decisions 3 4.40 .82 Review Safety Practices with Students 4 4.49 .87 Integrate Critical Thinking Skills into the Agricultural Education Curricula 5 4.39 .86 Implement a Science Based Agricultural Curriculum ”Agriscience" for Grades 9-12 6 4.39 1.03 Integrate Science into the Agricultural Education Curricula 7 4.37 .94 Use Resource People in the Community to Supplement Classroom Instruction 8 4.32 .84 Integrate Math into the Agricultural Education Curricula 9 4.14 .92 Review Potential Legal Liability Scenarios, and Take Preventative Action 10 4.08 .96 41 The 72 agricultural education teachers rated the top 10 Teaching agricultural education teacher responsibilities in Table 15. A complete list of the 18 Teaching agricultural education teacher responsibilities is listed in the Appendix in Table 47. Table 16 Rating of the Top 10 Teaching Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Review Safety Practices with Students 1 4.74 .52 Teach High School Agricultural Education Classes 2 4.70 .65 Integrate Problem Solving Skills into the Agricultural Education Curricula 3 4.62 .49 Implement a Science Based Agricultural Curriculum "Agriscience" for Grades 9-12 4 4.61 .73 Integrate Critical Thinking Skills into the Agricultural Education Curricula 5 4.60 .54 Integrate Science into the Agricultural Education Curricula 6 4.47 .66 Use Resource People in the Community to Supplement Classroom Instruction 7 4.43 .64 Review Potential Legal Liability Scenarios, and Take Preventative Action 8 4.39 .78 Integrate Reading into the Agricultural Education Curricula 9 4.25 .73 Counsel Students on Career Decisions 10 4.23 .69 42 The 77 vocational directors rated the top 10 Teaching agricultural education teacher responsibilities in Table 16. A complete list of the 18 Teaching agricultural education teacher responsibilities is listed in the Appendix in Table 48. A review of the top 10 Teaching agricultural education teacher responsibilities revealed: 1. Vocational directors and agricultural education teachers high rated integration of problem solving, critical thinking, and agriscience into the curricula. 2. Vocational directors had larger means and smaller standard deviations associated with the Teaching agricultural education teacher responsibilities. Table 17 Rating of Public Relations Agricultural Education Teacher Responsibilities By Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Coordinate Activities with Community Service Groups 1 3.87 .84 Contact Media Sources: (TV, Newspapers, etc.) to Publicize Agricultural Education Program Activities 2 3.79 .93 Visit New Pre-registered.Agriculture Students During the Summer Months 3 3.73 .93 Recruit Students Interested in Agriculture Education at Career Fairs 4 3.71 .95 Write Articles for the Local Publications 5 3.66 .97 43 The 149 agricultural education teachers and vocational directors rated the five Public Relations agricultural education teacher responsibilities in Table 17. Table 18 Rating of the Public Relations Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Visit New Ere-registered Agriculture Students During the Summer Months 1 3.83 .92 Coordinate Activities with Community Service Groups 2 3.78 .92 Recruit Students Interested in Agriculture Education at Career Fairs 3 3.65 1.00 Contact Media Sources: (TV, Newspapers, etc.) to Publicize Agricultural Education Program Activities 4 3.57 1.03 Write Articles for the Local Publications 5 3.53 1.05 The 72 agricultural education teacher rated the five Public Relations agricultural education teacher responsibilities in Table 18. 44 Table 19 Rating of the Public Relations Agricultural Education Teacher Responsibilities by Vocational Directors Responsibility Rank Mean Std. Dev. Contact Media Sources: (TV, Newspapers, etc.) to Publicize Agricultural Education Program Activities 1 4.00 .78 Coordinate Activities with Community Service Groups 2 3.95 .74 Write Articles for the Local Publications 3 3.79 .88 Recruit Students Interested in Agriculture Education at Career Fairs 4 3.77 .90 Visit New Pre-registered Agriculture Students During the Summer Months 5 3.64 .94 The 77 vocational directors rated the five Public Relations agricultural education teacher responsibilities in Table 19. of the Public Relations agricultural education teacher responsibilities revealed: 1. Vocational directors rated the "Visit New Pre-registered Agriculture Students During the Summer Months" as the lowest A review rated item in the Public Relations agricultural education teacher responsibilities list while the agricultural education teacher placed the responsibility the highest. 2. Vocational directors had larger means and smaller standard deviations associated with the Public Relations agricultural education teacher responsibilities. 45 Table 20 Rating of the Professional Development Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Monitor State Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 1 4.23 .94 Attend the Summer Technical Agriculture Werkshop 2 4.13 .90 Monitor Federal Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 3 4.05 .98 Maintain Active Membership in the Michigan Association of Agriscience Educators 4 4.03 1.02 Attend the Winter Technical Agriculture Workshop 5 3.97 .96 Attend Special Inservices Sponsored by Professional Groups Other than Michigan State University or the Michigan Association of Agriscience Educators 6 3.95 .85 Search for Special Grants and Funding for Program Enhancement 7 3.81 .94 Participate in the Local Education Association(s) 8 3.76 1.00 Take Courses for an Advanced Degree 9 3.75 .95 Conduct Program Follow-up Studies 10 3.54 1.03 Write Articles for Professional Journals 11 3.05 .85 The 149 agricultural education teachers and vocational directors, 46 rated the top 11 Professional Development agricultural education teacher responsibilities in Table 20. Table 21 Rating of the Professional Development Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Attend the Summer Technical Agriculture Workshop 1 4.25 .98 Attend the Winter Technical Agriculture Workshop 2 4.06 1.11 Monitor State Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 3 4.01 1.01 Attend Special Inservices Sponsored by Professional Groups Other than Michigan State University or the Michigan Association of Agriscience Educators 4 3.94 .98 Maintain Active Membership in the Michigan Association of Agriscience Educators 5 3.93 1.25 Participate in the Local Education Association(s) 6 3.87 1.10 Take Courses for an Advanced Degree 7 3.83 1.13 Monitor Federal Requirements Related to the Mission, Delivery, and Implementation of the Agricultural' Education Program 8 3.82 1.05 Search for Special Grants and Funding for Program Enhancement 9 3.78 1.06 Conduct Program Follow-up Studies 10 3.17 1.02 Write Articles for Professional Journals 11 2.96 1.00 47 The 72 agricultural education teachers rated the 11 Professional Development agricultural education teacher responsibilities in Table 21. Table 22 Rating of the Professional Development Agricultural Education Teacher Responsibilities by Vocational Directors Responsibility Rank Mean Std. Dev. Monitor State Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 1 4.44 .82 Monitor Federal Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 2 4.26 .86 Maintain Active Membership in the Michigan Association of Agriscience Educators 3 4.13 .75 Attend the Summer Technical Agriculture Workshop 4 4.01 .80 Attend Special Inservices Sponsored by Professional Groups Other than Michigan State University or the Michigan Association of Agriscience Educators 5 3.96 .72 Attend the Winter Technical Agriculture Workshop 6 3.90 .79 Conduct Program Follow-up Studies 7 3.88 .92 Search for Special Grants and Funding for Program Enhancement 8 3.84 .81 Take Courses for an Advanced Degree 9 3.68 .75 Participate in the Local Education Association(s) 10 3.65 .89 Write Articles for Professional Journals 11 3.13 .68 48 The 77 vocational directors rated the 11 Professional Development agricultural education teacher responsibilities in Table 22. A review of the Professional Development agricultural education teacher responsibilities revealed: 1. Agricultural education teachers rated attendance at technical inservices higher than the vocational directors. 2. The agricultural education teachers have the highest level of standard deviations associated with the Professional Development agricultural education teacher responsibilities than any other category they have responded to. 49 Table 23 Rating of the Top 10 Program Management Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Continually Revise and Update the Curriculum 1 4.46 .70 Maintain Equipment in Compliance with the Occupational Health and Safety Administration, (OHSA) requirements 2 4.44 .87 Maintain and Update Program Policies and Objectives 3 4.42 .71 Maintain and Update the Teaching Materials 4 4.38 .71 Order Supplies 5 4.34 .77 Maintain Equipment and Facilities 6 4.28 .87 Develop a Three-Year Plan for the Agricultural Education Program 7 4.21 .83 Organize Agricultural Education Advisory Committee Meetings 8 4.18 .92 Maintain the Facility in Compliance with the Occupational Health and Safety Administration, (OHSA) Requirements 9 4.15 1.13 Plan and Manage the Agricultural Department Budget 10 4.13 .94 The 149 agricultural education teachers and vocational directors rated the top 10 Program Management agricultural education teacher responsibilities in Table 23. The complete list of 18 Program Management agricultural education teacher responsibilities is contained in the Appendix in Table 49. 50 Table 24 Rating of the Top 10 Program Management Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Continually Revise and Update the Curriculum 1 4.28 .81 Maintain and Update the Teaching Materials 2 4.26 .80 Maintain and Update Program Policies and Objectives 3 4.22 .83 Order Supplies 4 4.22 .89 Plan and Manage the Agricultural Department Budget 5 4.19 .90 Maintain Equipment in Compliance with the Occupational Health and Safety Administration, (OHSA) requirements 6 4.13 1.06 Maintain a Land Laboratory (ex., greenhouse, forest, or land) 7 .08 .93 Maintain Equipment and Facilities 8 4.01 1.01 Organize Agricultural Education Advisory Committee Meetings 9 4.00 1.09 Maintain and Update the Reference File 10 3.99 .78 The 72 agricultural education teachers rated the top 10 Program Management agricultural education teacher responsibilities in Table 24. A complete list of the 18 Program Management agricultural education teacher responsibilities is listed in the Appendix in Table 50. 51 Table 25 Rating of the Top 10 Program Management Agricultural Education Teacher Responsibilities by Vocational Directors Responsibility Rank Mean Std. Dev. Maintain Equipment in Compliance with the Occupational Health and Safety Administration, (OHSA) requirements 1 4.74 .47 Continually Revise and Update the Curriculum 2 4.62 .54 Maintain and Update Program Policies and Objectives 3 4.61 .52 Maintain the Facility in Compliance with the Occupational Health and Safety Administration, (OHSA) Requirements 4 4.58 .66 Maintain Equipment and Facilities 5 4.52 .62 Maintain and Update the Teaching Materials 6 4.49 .60 Develop a Three-Year Plan for the Agricultural Education Program 7 4.47 .62 Order Supplies 8 4.44 .62 Organize Agricultural Education Advisory Committee Meetings 9 4.35 .70 Seek State Agricultural Education Consultant's Advice on Program Direction 10 4.25 .69 The 77 vocational directors rated the top 10 Program Management agricultural education teacher responsibilities in Table 25 A complete list of the 18 agricultural education teacher responsibilities is listed in the Appendix in Table 51. 52 A review of the Program Management agricultural education teacher responsibilities revealed: 1. Vocational directors rated the responsibilities related to equipment and facility maintenance higher than the agricultural education teachers. . Agricultural education teachers rated the agricultural education teacher responsibilities related to updating and revising the curriculum and teaching materials higher than the vocational directors. 53 Table 26 Rating of the School Related Activities by Both Groups (Vocational Directors and.Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Develop Good Working Relationships with Administrators, Faculty, and Staff 1 4.77 .65 Participate in Parent-Teacher Conferences ' 2 4.76 .64 Attend School Staff Meetings 3 4.71 .68 Supervise After School Activities Such as Dances, Class Parties, etc. 4 3.42 1.15 substitute for Other Teachers when Necessary 5 3.33 1.15 Teach Classes in Another Subject Area Other than Agricultural Education 6 3.28 1.10 Monitor School Halls 7 3.05 1.43 Be a Class Sponsor or Class Advisor 8 2.83 1.25 Coach a Sport's Team 9 2.62 1.12 Supervise a Study Hall 10 2.22 1.19 Supervise a Lunchroom 11 1.84 1.04 The 149 agricultural education teachers and vocational directors rated the 11 School Related agricultural education teacher responsibilities in Table 26. Another list of the 11 School Related agricultural education teacher responsibilities is contained in the Appendix in Table 52. 54 Table 27 Rating of the School Related Activities Agricultural Education Teacher Responsibilities by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Develop Good Working Relationships with Administrators, Faculty, and Staff 1 4.60 .87 Participate in Parent-Teacher Conferences 2 4.54 .85 Attend School Staff Meetings 3 4.47 .87 substitute for Other Teachers When Necessary 4 3.15 1.12 Teach Classes in Another Subject Area Other than Agricultural Education 5 3.08 1.04 Supervise After School Activities Such as Dances, Class Parties, etc. 6 3.06 1.16 Monitor School Halls 7 2.71 1.45 Coach a Sports Team 8 2.40 1.16 Be a Class Sponsor or Class Advisor 9 2.31 1.17 Supervise a Study Hall 10 2.25 1.20 Supervise a Lunchroom 11 1.72 1.05 The 72 agricultural education teachers rated the 11 School Related agricultural education teacher responsibilities in Table 27. A complete list of the 11 School Related agricultural education teacher responsibilities is listed in the Appendix in Table 53. 55 Table 28 Rating of the School Related Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Participate in Parent-Teacher Conferences 1 4.96 .19 Attend School Staff Meetings 2 4.94 .30 Develop Good Working Relationships with Administrators, Faculty, and Staff 3 4.92 .27 Supervise After School Activities Such as Dances, Class Parties, etc. 4 3.77 1.04 Substitute for Other Teachers When Necessary 5 3.49 1.15 Teach Classes in Another Subject Area Other than Agricultural Education 6 3.47 1.12 Monitor School Halls 7 3.36 1.34 Be a Class Sponsor or Class Advisor 8 3.32 1.13 Coach a Sports Team 9 2.82 1.05 Supervise a Study Hall 10 2.19 1.19 Supervise a Lunchroom 11 1.95 1.02 The 77 vocational directors rated the 11 School Related agricultural education teacher responsibilities in Table 28. Another list of the 11 agricultural education teacher responsibilities is listed in the Appendix in Table 54. A review of the School Related agricultural education teacher responsibilities revealed: 56 1. Vocational directors and agricultural education teachers agreed on the rank order of the School Related agricultural education teacher responsibilities. 2. There was strong agreement between the vocational directors and the agricultural education teachers on the School Related agricultural education teacher responsibilities: Participating in Parent Teacher Conferences, Attend School Staff Meetings, and Develop Good Working Relationships with Administrators, Faculty and Staff. The mean scores were high and the standard deviations were low on the identified agricultural education teacher responsibilities. Table 29 Rating of the Agricultural Education Teacher Responsibility Categories by Agricultural Education Teachers and Vocational Directors Responsibility Rank Mean Std. Dev. PEA 1 4.13 .73 Teaching 2 4.05 .53 Program Management 3 4.02 .58 Supervised Experience Program 4 3.95 1.03 Professional Development 5 3.84 .63 Public Relations 6 3.75 .70 School Related Activities 7 3.35 .60 57 The seven categories of agricultural education teacher responsibilities were rank ordered by both the agricultural education teachers and the vocational directors in Table 29. Table 30 Rating of the Agricultural Education Teacher Responsibility Categories by Agricultural Education Teachers Responsibility Rank Mean Std. Dev. PEA l 4.11 .77 Teaching ; 2 4.01 .68 Supervised Experience Program 3 3.92 .98 Program Management 4 3.82 .67 Professional Development 5 3.78 .80 Public'Relations 6 3.67 .80 School Related Activities 7 3.12 .57 The seven categories of agricultural education teacher responsibilities were rank ordered by the agricultural education teachers in Table 30. 58 Table 31 Rating of the Agricultural Education Teacher Responsibility Categories by Vocational Directors Responsibility Rank Mean Std. Dev. Program Management 1 4.20 .40 PEA 2 4.14 .70 Teaching 3 4.09 .35 Supervised Experience 4 3.92 .98 Program Professional Development 5 3.90 .40 Public Relations 6 3.83 .59 School Related Activities 7 3.56 .54 The seven categories of agricultural education teacher responsibilities were rank ordered by vocational directors in Table 31. A review of the Agricultural Education Teacher Responsibility categories revealed: 1. There was a consistent pattern of agreement between the vocational director and the agricultural education teacher on the placement of the agricultural education teacher responsibility categories. 2. The vocational directors assigned higher values to the agricultural education teacher responsibilities than the agricultural education teachers resulting in higher calculated group means. 59 W The t-test identifies statistically significant differences between the group means of the agricultural education teachers and vocational administrators. A statistical difference was determined if the Pooled Variance Estimate 2-Tailed Probability was less than the set alpha level of .05 . Table 32 I -Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to EPA Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 4.1146 .768 .090 Vac. Director Group 77 4.1412 .704 .080 Pooled Variance Estimate | Separate Variance Estimate I P 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail Value Prob. | Value Freedom Prob. | Value Freedom Prob. I l 1.19 .461 | -.22 147 .825 | -.22 143.64 .826 There was no statistical difference between the two group means on the PEA category questions. The pooled variance 2-tailed probability was .825 which is greater than the set alpha of .05 . 60 Table 33 I -Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to Supervised Experience Program Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 3.9815 .926 .109 Vac. Director Group 77 3.9177 .822 .094 Pooled Variance Estimate | Separate Variance Estimate Value Prob. Value Freedom Prob. Value Freedom Prob. 1.27 .309 .44 142.12 .658 I l l P 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail l | | .44 147 .657 There was no statistical difference between the two group means on the Supervised Experience Program category questions. The pooled variance 2~tailed probability is .657 which was greater than the set alpha of .05 . 61 Table 34 I -Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to Teaching Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 4.0131 .677 .080 Voc. Director Group 77 4.0938 .351 .040 Pooled Variance Estimate | Separate Variance Estimate | I l P 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail Value Prob. | Value Freedom Prob. | Value Freedom Prob. l l 3.72 .000 | -.92 147 .358 | -.90 104.95 .368 There was no statistical difference between the two group means on the Teaching category questions. The pooled variance 2-tailed probability was .358 which is greater than the set alpha of .05 . 62 Table 35 I -Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to Public Relations Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 3.6722 .797 .094 Vac. Director Group 77 3.8286 .593 .068 Pooled Variance Estimate Separate Variance Estimate I I I l P 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail Value Prob. | Value Freedom Pro . | Value Freedom Prob. I | I | 1.81 .012 -1.36 147 .174 -1.35 130.78 .179 There was no statistical difference between the two group means on the Public Relations category questions. The pooled variance 2-tailed probability was .174 which is greater than the set alpha of .05 . 63 Table 36 I ~Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to Professional Development Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 3.7841 .802 .094 Vac. Director Group 77 3.8985 .399 .046 Pooled Variance Estimate | Separate Variance Estimate I l I P 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail Value Prob. | Value Freedom Pro . | Value Freedom Prob. I l 4.03 .000 | -l.ll 147 .267 I -1.09 102.60 .278 There was no statistical difference between the two group means on the Professional Development Activities category questions. The pooled variance 2-tailed probability was .267 which is greater than the set alpha of .05 . 64 Table 37 I -Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to Program.Management Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 3.8218 .670 .079 Vac. Director Group 77 4.1970 .398 .045 Pooled Variance Estimate | Separate Variance Estimate l I l P 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail Value Prob. | Value Freedom Prob. | Value Freedom Prob. I l 2.83 .000 | -4.19 147 .000 | -4.12 114.10 .000 There was a statistical difference between the two group means on the Program Management category questions. The pooled variance 2- tailed probability is .000 was less than the set alpha of .05 . 65 Table 38 I -Test Results for Agricultural Education Teachers and Vocational Directors Pertaining to School Related Responsibilities Number Standard Standard of Cases Mean Deviation Error Teacher Group 72 3.1174 .566 .067 Vac. Director Group 77 3.5632 .544 .062 Pooled Variance Estimate | Separate Variance Estimate l I F 2-Tail | t Degrees of 2-Tail | t Degrees of 2-Tail Value Prob. | Value Freedom Pro . | Value Freedom Prob. I l 1.08 .742 | -4.90 147 .000 | -4.89 145.38 .000 There was a statistical difference between the two group means on the School Related Activities category questions. The pooled variance 2-tailed probability was .000 which is less than the set alpha of .05 . imam: The results of the data analyses for the study were reported in this chapter. The results were presented in three sections. The first section contained respondent characteristics. The second section contained descriptive statistics of the 82 individual questions and the seven categories. Finally the third section contained the t-test results. Chapter V contains a summary of the study, conclusions and recommendations, along with reflections from the researcher. di: as ad: de‘le CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Samar: The purpose of this study was to identify the similarities and differences relative to agricultural education teacher responsibilities as perceived by both the agricultural education teachers and vocational administrators. The specific research questions of the study were: 1. To identify the priority vocational administrators and agricultural education teachers place on agricultural education teacher responsibilities. 2. To ascertain the differences between the vocational administrators' an agricultural education teachers' perceptions of agricultural education teacher responsibilities. 3. To identify the similarities between vocational administrators' and agricultural education teachers' perceptions of agricultural education teacher responsibilities. The sample included 82 vocational administrators and 82 agricultural education teachers randomly selected from a the 106 identified programs in Michigan high schools. Of the 164 people that were contacted, 149 responded for a return rate of 90.8%. A survey instrument containing 82 Likert-type questions was developed to collect the data. The Likert-type scale required 66 67 respondents to rate their level of disagreement to agreement for list of 82 representative agricultural education teacher responsibilities. The agricultural education teacher responsibilities were divided into seven categories: PEA, Supervised Experience Program, Teaching, Public Relations, Professional Development, Program Management and School Related Activities. The returned questionnaires were processed by computer using the Statistical Package for the Social Sciences (SPSS, 1990), SPSS/PC+ version. Descriptive statistics and g-tests were used to determine the similarity and differences between the two groups of respondents. The .05 alpha level was selected as the basis for statistical significance. mean Data analyses revealed: 1. Vocational directors and agricultural education teachers rated the agricultural education teacher grouped responsibilities in identical order except for Program Management responsibilities. 2. A statistically significant difference was found between the vocational director and the agricultural education teacher group means on Program Management and School Related Activities. 3. No statistically significant difference existed between the vocational director and the agricultural education teacher group means on PEA, Teaching, Supervised Experience Programs, Professional Development and Public Relations. 68 . Vocational directors and agricultural education teachers highly rate the top 10 EPA agricultural education teacher responsibilities. . Vocational directors and agricultural education teachers highly rate the Teaching agricultural education teacher responsibilities dealing with integrating problem solving, critical thinking and agriscience into the curriculum high . Vocational directors rated "Visit New Pre-registered Agriculture Students During the Summer Months” as the lowest agricultural education teacher responsibility. Conversely the agricultural education teachers rated 'Visted New Pre- registered Agriculture Students during the Summer Months" the highest in the Public Relations category. . Agricultural education teachers rated the Professional Development Activities dealing with attending inservices higher than vocational directors. . Vocational directors rated Program Management agricultural education teacher responsibilities higher than agricultural education teachers. Vocational directors rated Program Management first while the agricultural education teachers rated Program Management fourth for level of importance. . The School Related Activities: Participating in Parent Teacher Conferences, Attending School Staff Meetings, and Developing a Good Working Relationship with Administrators, Faculty and Staff was the highest rated set of agricultural education teacher responsibilities by both groups on the survey. 69 10. Vocational directors assigned higher numeric values to the 11. agricultural education teacher responsibilities resulting in higher values means. The majority of the standard deviations resulting from data analyses for the vocational director group were smaller for the vocational director group than the agricultural education teacher group. Conclusions Based on the study findings, the following conclusions were drawn: 1. Vocational directors and agricultural education teachers agreed more than they disagreed on agricultural education teacher responsibilities. . Vocational directors and agricultural education teachers have different job responsibilities. The vocational director is responsible for the entire vocational program. The agricultural education teacher is responsible for his/her individual program. Each job has its own goals and priorities. . Both groups rated highly the need to provide opportunities for the application of knowledge through the EPA and Supervised Experience Programs. . There was a high level of support for integrating problem solving, critical thinking and agriscience into the curricula. . Agricultural education teachers highly supported visiting pre-registered agriculture students during the summer. 7O 6. Agricultural education teachers valued inservice education opportunities. 7. Vocational directors and agricultural education teachers highly supported: Participation in Parent-Teacher Conferences, Attending School Staff Meetings, and Developing a Good Working Relationship with Administrators, Faculty and Staff. 8. Vocational directors felt stronger with less variance concerning their responses to agricultural education teacher responsibilities than agricultural education teachers. ec n t 0 Based on the findings and conclusions of this study the following recommendations are made: 1. The vocational director and agricultural education teacher should continue to reserve time to communicate each others' goals and priorities for the agricultural education program. 2. School systems should intergrate problem solving, critail thinking skills and agriscience into the agricultural education program. 3. To maintain high support for EPA activities in the school by both the vocational director and the agricultural education teacher, PFA activities need to be updated. 4. Vocational directors should be invited to attend agricultural education teacher inservices. 5. Agricultural education teachers and vocational directors should change positions at least once during the school year to bring about a better understanding of the program. 71 Reflections Vocational directors and agricultural education teachers are in agreement on most of the agricultural education teacher responsibilities. Each group places a higher priority on the factors that contribute to their individual success or prevents failure. This conclusion is supported by the realization both groups have different job descriptions and associated responsibilities. The vocational administrator has the responsibility of the entire vocational program and must focus his/her efforts to maintaining the system. The agricultural education teacher is responsible for his/her individual program. At times these two groups needs and responsibilities are in conflict. The underlying theme in this study was to identify those areas the two groups agreed and disagreed on. The study identified some areas of disagreement. The researcher hopes the list of common disagreement areas between the two groups might serve as a future inservice [see Chapter V, p.67-69]. A few positive notes in this study include: the high combined response rate by both groups 90.8%, and the extreme interest in the study expressed to the researcher by individual teachers and administrators that took part in the study. Respondents communicated they could see direct benefit to their program based on the results of the study. The respondents were more positive in their comments when referring to the other group. APPENDICES APPENDIX A NAMES OF THE REVIEW COMMITTEE 72 Review Committee Mr. Richard Karelse State Supervisor, Agricultural Education Vocational Technical Education Service Michigan Department of Education P.O. Box 30009 Lansing, MI 48909 Dr. Carroll Wamhoff, Chairman Agricultural & Extension Education Department College of Agriculture and Natural Resources Michigan State University 410 Agriculture Hall E. Lansing, MI 48824-1039 Dr. Kirk Heinze Agriculture Communications Professor Agricultural & Extension Education Department College of Agriculture and Natural Resources Michigan State University 410 Agriculture Hall E. Lansing, MI 48824-1039 Dr. Eddie Moore Agricultural & Extension Education Department College of Agriculture and Natural Resources Michigan State University 410 Agriculture Hall E. Lansing, MI 48824-1039 Dr. Harrison Gardner Agricultural & Extension Education Department College of Agriculture and Natural Resources Michigan State University 410 Agriculture Hall E. Lansing, MI 48824-1039 Dr. Rex Ray Teacher Education Department College of Education Michigan State University 308 Erickson Hall E. Lansing, MI 48824-1034 APPENDIX B CORRESPONDENCE T0 RESEARCHERS 73 Mike Ennis 2767 Eastway Drive Okemos, MI 48864 June 23, 1989 Dr. Lee Cole Ballard Hall 125 Oregon State University Corvallis, Oregon 97331 Dear Dr. Cole: I first want to introduce myself, I am a graduate student in Agriculture and Extension Education working on a Master's Degree at Michigan State University. My major professor is Dr. Eddie Moore. I am interested in conducting a replication study similar to the two research projects you were involved in 1977 and 1978, "Innn;;nngg_nf ct d V cu t ea e 0 tion sk Perceived by low wn Exincinals and Vocational Aggicnltnge Tenchegs" , and e o e e ted Voca i cu tu ea e 0 cu at Ienghennl. I would appreciate any advice you could provide in the form of answers to the following questions: 1. What do you feel were the strong points of the study? 2. What were the weak points? 3. If you had to do the study over again what would you change. 4. Has anyone else recently done a study of this nature in Arizona or the U. S. ? 5. What other resource people would you recommend I contact to get advice? 6. What references beside those listed in the two studies would you recommend? I appreciated any advice you can provide and am looking forward to hearing from you. Sincerely, Mike Ennis 74 Mike Ennis 2767 Eastway Drive Okemos, MI 48864 June 23, 1989 Dr. David Cox Assistant Professor Dept. of Ag. Ed. University of Arizona Tucson, AZ 85721 Dear Dr. Cox I first want to introduce myself, I am a graduate student in Agriculture and Extension Education working on a Master's Degree at Michigan State University. My major professor is Dr. Eddie Moore. We talked over the telephone in January of 1989. At that time I was requesting information related to two studies you were involved in "A 39' Udil- 09-81::09 ° t ’ l"°_ E! ‘ ° '3CI' 5 i V ‘-‘ 9 at us cu u e 9 -84" by Phillip R. Zurbrick and David E. Cox and "A annarative Analysis of Perceived Importance of Ienghe: v tie sociated w P o n t of Voca Agxignlgnzg” by David E. Cox 1985. You recommended if the second study mentioned above was replicated you would avoid using a 1-99 scale. I am very interested in replicating the second study for Vo-Ag. Teachers in Michigan. Since reviewing the second study a few questions have come up regarding the procedures used. 1. What level of significance was selected? There seems to be three levels .0001, .05 and .0003 Were they preselected levels? 2. Were confidence levels set? 3. What do you feel were the strong points of the study? 4. What were the weak points? 5. If you had to do it over again what would you change in addition to the 1-99 pt. scale? 75 6. Has anyone else recently done a study of this nature in Arizona or the U.S. ? continued: 7. What other resource people would you recommend I contact to get advice? 8. What references beside those listed in the two studies would you recommend? I appreciated any advice you can provide and am looking forward to hearing from you. Sincerely, Mike Ennis 76 Mike Ennis 2767 Eastway Drive Okemos, MI 48864 June 23, 1989 Dr. Rush State Dept. of Education Room 325, Len B. Jordan Office Building 650 West State Boise, Idaho Dear Dr. Rush: I first want to introduce myself, I am a graduate student in Agriculture and Extension Education working on a Master's Degree at Michigan State University. My major professor is Dr. Eddie Moore. I am interested in conducting a replication study similar to the research project you were involved in 'Ihg Importance 9f e c t A ct V c t one s erc ve b Voc o a tu e d Su r ts ” I would appreciate any advice you could provide in the form of answers to the following questions: 1. What do you feel were the strong points of the study? 2. What were the weak points? 3. If you had to do the study over again what would you change. 4. Has anyone else recently done a study of this nature in Arizona or the U.S. ? 5. What other resource people would you recommend I contact to get advice? 6. What references beside those listed in the two studies would you recommend? I appreciated any advice you can provide and am looking forward to hearing from you. Sincerely, Mike Ennis APPENDIX C LETTER OF APPROVAL FROM THE MSU COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS 77 MICHIGAN STATE UNIVERSITY OFFICE OF VICE PRESIDENT FOR RESEARCH EAST LANSING 0 MICHIGAN 0 488244046 AND DEAN Of THE GRADUATE SCHOOL March 13, 1991 Mr. Fredrick M. Ennis Agriculture and Extension Education 410 Agriculture Hall RE: THE IDENTIFICATION AND PRIORITIZATION 0P RESPONSIBILITIES OF AGRICULTURAL EDUCATION TEACHERS AS PERCEIVED BY VOCATIONAL ADMINISTRATORS AND AGRICULTURAL EDUCATION TEACHERS, IRB#90-577 Dear Mr. Ennis: The above proj ect is exempt from full UCRIHS review. I have reviewed the proposed research protocol and find that the rights and welfare of human subjects appear to be protected. You have approval to conduct the research. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval one month prior to March 19, 1992. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to our attention. If we can be of any future help, please do not hesitate to let us know. Sincerely, W a. u) ° 1) d E. Wright, Ph.D. Chair , UCRIHS DEW/deo cc: Dr. Edward Moore MSU is an Affirmative Action/Equal Opportunity Institutio- APPENDIX D LETTER OF TRANSMITTAL 78 Agricultural 8. Extension Education E Michigan State University 410 Agriculture Hall East Lansing, Michigan 48824 - 1039 (517) 355 - 6580 October 16, 1990 John Smith Hope High School 123 Pine St. Hope, MI 48899 Dear John; We would appreciate your participation in a study entitled, meriorirationofnorienlttirflE—aaoduct niea__rche Responsibilitiesasgeroeiflnxymionaiedministrators and AgzigulturaI Education Tgacners." This study is being conducted to determine the differences in opinions between the vocational administrator and the agricultural education teacher over common teacher responsibilities. You are part of a select group of teachers and vocational administrators being asked to participate. The survey takes approximately 10 minutes to complete. The information you provide will be held in strict confidence. Your responses will not be seen by anyone except the researchers. By completing and returning this survey you have voluntary agreed to participate in this study. The identification number on the survey is to identify if the survey was returned. Therefore eliminating the need for a follow-up letter. Please return the survey by October 30. A self addressed, stamped envelope has been enclosed for your convenience in returning the completed questionnaire. A summary of the results of this study will be available upon completion. If you would like a copy of the results, please indicate check "Yes" on last page of the survey. Thank you for your assistance. If you have any questions concerning the study, please call us at 517/355-6580. Sincerely, Mike Ennis Dr. Eddie Moore Graduate Student Professor MS! I is an Affirmative Action/Emmi nnnnrtunitv Institution APPENDIX E SURVEY INSTRUCTION SHEET AND SURVEY INSTRUMENT 79 at I m Agricultural Edicetion Teacher DlRECtlms: Please select e rater fro. the continual, that represents your degree of agreement or disegreeeent to the selected teecher responsibilities as they relate to the agricultural edacetion progrn goals. The responses to choose tron ere: ‘l I Stromly Disagree 2 8 Disagree 3 8 Ileutrsl 4 8 Agree 5 I Strongly Agree W Please circle your response LEA Strongly Strorgly The teecher should: Disagree Neutral Agree 1. Coordinetee FFA Chapter.......................... ....... 1 2 3 4 5 2. Attend FFA chapter neetings.......... ..... . .............. 1 2 3 4 5 3. Assist In developing e FFA program of ectivitiee......... 1 2 3 4 S 4. Supervise e FFA chapter banish." ............ .. ........ 1 2 3 4 5 5. Prepere students to participate in leadership contests... 1 2 3 4 5 6. Prepare students to participate in agricultural skills contests 1 2 3 4 5 7. Siperviee participation in cannity service projects (Building Our American emities, etc.) ...... .......... I 2 3 4 5 8. Drgenize «mm. to attend the PM W ectivitiee.. 1 2 3 4 5 9. Organize students to attend the FFA m ectivitiee.. 1 2 3 4 S 10. Organize students to ettend the FFA 59;; Convention.... 1 2 3 4 5 11. Organize students to attend the FFA Hm Convention. 1 2 3 4 5 12. ltemire PM worship for all students enrolled in the agricultural emanation progru...... ......... 1 2 3 4 5 13. Assist in developing e FFA Mimi sseocietion...... ..... 1 2 3 4 5 14. Organize FFA officer treining progrue........... ....... 1 2 3 4 5 IS. Coordinate FFA exhibits at the comty fair or local exhibitions"... .......... . ............. ........ 1 2 3 4 5 16. Encourage students to perticipete in international FFA ectivitiee..... ...... .. ....... 1 2 3 4 5 marine m m the teecher should: 17. lemurs all students to have e smervised experience progru................................................. 1 2 3 4 5 18. Develop foml training amounts with students and eQonere to ensure e positive supervised experience.... 1 2 3 4 S 19. Make visits to etmnte with upervised experience progr- ......... ...... 1 2 3 4 5 The 33s “0 35. 37. 80 1m teacher should: Teach high school agricultural education classes ........ imlaent a science-based agricultural curricula "Agriscience" for grades 9-12.. .......... . ..... ... ...... Develop an agriscience program for the K-8 program...... Use resource people in the community to supplement classroom instruction..... ..... . ........................ Teach adult agricultural classes ....... . ................ Develop unique educational opportunities for special populations students.... .............. . ................. Develop unique educational opportunities for gifted and talented students....................................... integrate math into the agricultural education curricula integrate English into the agricultural education curricula....... ...... . .............. .............. ..... integrate reading into the agricultural education curricula......................... ..... .......... ....... integrate science into the agricultural education curricula. ..... . .............................. . ......... integrate problem solving skills into the agricultural education curricula........... .......................... integrate critical thinking skills into the agricultural education curricula...... ..... . .............. ..... ...... Counsel students on career decisions. ........ .......... Counsel students on personal problems.......... ......... Advise nontraditional students to examine agriculture as a career choice............... ........... . ........... Review safety practices with students ................... Review potential legal liability scenarios and take preventative action.................. ................... museum teacher should: Hrite articles for the local publications....... ....... Contact media sources: (TV, newspapers, etc) to publicize agricultural education program activities ....... ....... Coordinate activities with community service groups..... Recruit students interested in agriculture education at career fairs............................................ Visit new pre-registered agriculture students during the siner months.......... ........ . 1 1 1 1 81 mm The teacher should: 43. 51. 52. 53. Monitor state reduirwnts related to the mission, delivery and iqalementation of the agricultural education progr- ....... Monitor federal reduirmnts related to the mission, delivery and iplmntation of the agricultural education progra............... ............................... Conduct prong follow-up studies write articles for professional iournals................ Attend the at.» technical agriculture workshop........ Attend the winter technical agriculture workshop........ Take courses for an advanced degree Attend special inservices sponsored by professional groups other than Michigan State University or Michigan Association of Agriscience Educators ........ ....... Maintain active meduership in the Michigan Association of Agriscience Educators... ............. .......... ......... Participate in the local education associationls)....... Search for special grants and finding for program museum ......... . ......... . ................ . ........ mm The teacher should: “0 SS. 56. 57. 58. 59. 66. 67. 68. Maintain and update progr- policies and objectives.... 1 Maintain a land laboratory (ex. greenhouu, forest or land).. ....... 1 Maintain eminent and facilities...................... 1 Order supplies ..... ...... .......... . 1 Sweep the agricultural education classroom floor....... 1 Maintain and mdate the reference file.......... ....... 1 Maintain and update the teaching materials... .......... 1 Plan and manage the agricultural departmt budget ..... 1 Coplete local agricultural education reports.......... 1 Cowlete state agricultural education reports.... ...... 1 Continually revise and update the curriculum ........... 1 Maintain equipment in coapliance with the Occupational Health and Safety ministration, (OHSA) requirements” 1 Maintain the facility in cleiance with the Occupational Meelth and Safety Achinistretion, (OHSA) requirmnts... 1 Seek a progru evaluation from the school achinistration 1 Seek state agricultural education consultants advice on progr- direction 1 Conduct one and five year student follow-up reports..... 1 Organize agricultural education advisory conittee Develop a Three-Year plan for the agricultural education war-..IO.........ICOCOOOIOIIOCOIOOOIIIOOIOOIIIOIOOIO 1 1 1 daddd 1 1 1 1 NNNNNN NNNNNNNNNN 0| MUUUUU U UUUUUUNUUU b55$b¥~ ;. s~s~s~ae~s~s~e~s~e~ UIUUUUIUUI UIUIUIUIUIUIUIUIUIUI 82 m m 63.111312: The teacher should: 72. Participate in Parent-Teacher Conferences ............. 1 73. Attend school staff meetings.......................... 1 74. Be a class sponsor or class adviser ................... 1 7S. Supervise the lmchroom .............. . ........ . ....... 1 76. Supervise a study hall................................ 1 77. Monitor school halls....... ......... ............. ..... 1 7!. Substitute for other teachers when necessary.. ........ 1 79. Develop good working relationships with abinistrators, faculty and staff. ............ .... ......... ........... 1 DO. Supervise after school activities such as dances, class parties, etc.................................... 1 81. Teach classes in another subject area other than agricultural education.......................... ...... 1 82. Coach a sports team................................... 1 Your answers will not be shared with anyone but the researcher. if you want a coaputer smry of your results please indicate below: Yes, i want the results of my survey tallied and sent back to me. Me, i do not want the results sent back to me. Thank you for completing the survey. ---~ uuuuuuuuuu unseen» uuuuuuuuuuuuuu W m Principal or Vocational Director OiRECTilMiS: Please select a numer from the continua, that represents your degree of agreement or disagreement to the selected teacher responsibilities as they relate to the agricultural education progr- goals. The responses to choose from are: 1 8 Stroroly Disagree 2 I Disagree 3 8 Neutral 4 8 Agree 5 :3 Strongly Agree W Please circle your response LEA Strongly Strongly The teacher should: Disagree Meutral Agree 1. Coordinate a FFA Chapter....................... .......... 1 2 3 4 5 2. Attend FFA chapter meetings 1 2 3 4 5 3. Assist in developing a FFA program of activities. ........ 1 2 3 4 5 4. Supervises FFA chapter banquet 1 2 3 4 5 5. Prepare students to participate in leadership contests... 1 2 3 4 5 6. Prepare stuudeunts to participate in agricultural skills contests 1 2 3 4 S 7. Supervise participation in connity service projects (Building Ouur American Connities, etc.)................ 1 2 3 4 5 8. Organize students to attend the FFA District activities.. 1 2 3 4 5 9. Organize stuudents to attend the FFA Regional activities.. 1 2 3 4 5 10. Organize stuudents to attend the FFA m Convention.... 1 2 3 4 5 11. Organize students to attend the FFA mm; Convention. 1 2 3 4 5 12. Require FFA madaership for all students enrolled in the agricultural education program...... 1 2 3 4 5 13. Assist in developing a FFA Aluuni association..... ...... 1 2 3 4 5 14. Organize FFA officer training programs.................. 1 2 3 4 5 15. Coordinate FFA exhibits at the county fair or local exhibitions.......... ........ ............. 1 2 3 4 S 16. Encourage stuudents to participate in international FFA activities.................... ...... ............ 1 2 3 4 5 mm W Emma The teacher should: 17. Require all stuudents to have a supervised experience progr-.. 1 2 3 4 5 18. Develop formal training agremnts with students and ”layers to ensure a positive supervised experience.... 1 2 3 4 5 19. Make visits to students with supervised experience prograu... ............... . ....... 1 2 3 4 5 The 21. ”C 34. 35. “I 37. The ”C ‘0. 41. 42. 84 mm teacher should: Teach hidn school agricultural education classes ........ iuplement a science-based agricultural curricqu “Agriscience“ for grades 9-12 ............... ...... Develop an agriscience progru for the K-8 progru...... Use resouurce people in the coamanity to supplement classroom instruuction... ................... .. ....... Teach adult agricultural classes ...... . ............. Develop unique educational opportunities for special popuulations stmts.... ..... . ..... ........ Develop unique educational opportunities for gifted ad talented students........ ........ . ............ . ......... integrate math into the agricultural education curricula integrate English into the agricultural education curricula................ ........... ..... ..... integrate reading into the agricultural education curricula........... .......... .. .......... ........ integrate science into the agricultural education curricula............ .......... ...... integrate problem solving skills into the agricultural education curricula ....... .............. . .......... .. integrate critical thinking skills into the agricultural education curricula ......... . ..... . ........ ....... Counsel students on career decisions. .................. Counsel students on personal problems................... Advise nontraditional students to exunine agriculture asacareer choice ..... .......... . ........ Review safety practices with students................... Review potential legal liability scenarios ad take preventative action ............. magnum teacher shouuld: Urite articles for the local publications........ ..... .. Contact media sources: (TV, newspapers, etc) to publicize agricultural education program activities .............. Coordinate activities with connity service groups ..... Recruit students interested in agriculture education at career fairs............................................ Visit new pre-registered agriculture students during the summer months..... ...... 1 1 1 1 1 3* th 45. 51. 52. 53. 85 WW teacher should: Monitor state requirements related to the mission, delivery ad imlementation of the agricultural education program....... ................... . .......... . ........... Monitor federal requirements related to the mission, delivery ad imlmntation of the agricultural education program...... ................................ . ......... Conduct progru follow-up studies ............. Urite articles for professional Journals ...... . ..... Attend the suner technical agriculture workshop ........ Attend the winter technical agriculture workshop........ Take couuraes for an advanced degree..................... Attend special inservices sponsored by professional groups other than Michigan State University or Michigan Association of Agriscience Educators.................... Maintain active meduership in the Michigan Association of Agriscieunce Educators.... ..... ........ ...... Participate in the local education association(s) ....... Search for special grants and funding for progru ednancement.. ....... ................................. mm The 55. teacher should: Maintain ad update program policies and objectives.... Maintain a land laboratory (ex. graerinouse, forest or lad). .................................... Maintain equipment and facilities....... ...... Order supplies ........ Sweep the agricultural education classroom floor....... Maintain and update the reference file......... ........ Maintain ad update the teaching materials........ ..... Plan and manage the agricultural apartment budget"... Cowlete local agricultural education reports.......... Coaulete state agricultural education reports .......... Continually revise and update the curriculun ..... Maintain equipaent in comliance with the Occupational Health and Safety Adinistration, (OHSA) requireusents.. Maintain the facility in coapliance with the Occupational Health and Safety Adainistration, (OHSA) requireuaents... 1 Seek a progrn evaluation from the school achinistration 1 Seek state agricultural education consultants advice on progr- direction.................. ..... ......... ....... 1 Conduct one and five war student follow-up reports..... 1 Organize agricultural education advisory comaittee mt‘WOIOCOOIIOOOIOOCCII...-......IICIIOOOC...-...... Develop a Three-Year plan for the agricultural education "”r.OOOOOOIOIIOIIIIIOIO....IIIOIIOOIIIOOOC0.0.0....- 1 1 1 1 1 1 1 1 1 1 1 NNNNNN NNNNNNNNNN NUMMUU UUUUUUUUUU beaten J~O~bbbi~bbl~b UIUIUIUIUIUI U‘UIUIUIUIUIUIUIUIUI 86 m mm mm The teacher should: 72. Participate in Parent-Teacher Conferences ............. 1 73. Attad school staff meetings .......................... 1 74. Be a class sponsor or class advisor ................... 1 75. Supervise the lunchroom... ...... ....... .. ....... 1 76. Supervise a study hall ...... . ......................... 1 77. Monitor school halls .................................. 1 78. Substitute for other teachers udnen necessary .......... 1 79. Develop good working relationships with atinistrators, fmlty N ‘t.ff...............l.........OOOOIIIOIOIO 1 80. Supervise after school activities such as dances, class parties, etc..... ..... . ......................... 1 81. Teach classes in another subject area other than agricultural education ................................ 1 82. Coechasports team...... ..... ....... 1 Your answers will not be shared with anyone buut the researcher. if youu want a comuter sumnary of your results please indicate below: Yes, i want the results of my survey tallied ad sent back to me. Mo, i do not wmt the results sent back to me. Thank you for comleting the survey. NNNNNNN UNMUUUU bbbh‘bfi UIUIMWUIUIUI APPENDIX F THANK YOU/ REMINDER LETTER TO RESPONDENT 87 Agricultural & Extension Education E Michigan State University 410 Agriculture Hall East Lansing, Michigan 48824 - 1039 (517) 355 - 6580 November 9, 1990 John Smith Hope High School 123 Pine St. Hope, MI 48899 Dear John: A few weeks ago you received a survey asking you to rate common agricultural education teacher responsibilities. This study is important because it identifies the differences in opinions between the vocational administrator and the agricultural education teacher on teacher responsibilities. In order for the results to be analyzed all of the surveys need to be returned as soon as possible. The survey takes approximately 10 minutes to complete. The information you provide will be held in strict confidence. Your responses will not be seen by anyone except the researchers. The identification number on the survey is to identify if the survey was returned. Therefore eliminating the need for a follow-up call. Please return the survey as soon as possible. A self- addressed, stamped envelope has been enclosed for your convenience. A summary of the results of this study will be available upon completion. If you would like a copy of the results, please indicate check "Yes” on last page of the survey. Thank you for your assistance. If you have any questions concerning the study, please call us at 517/355-6580. Sincerely, Hike Ennis Dr. Eddie Moore Graduate Student Professor MSU is an Affirmative Action/Faun] Donortunitv Institution APPENDIX C SUPPLEMENTAL TABLES 88 Table 39 Rating of 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Develop Good Working Relationships With Administrators, Faculty and Staff 1 4.77 .65 Participate in Parent Teacher Conferences 2 4.76 .64 Attend School Staff Meetings 3 4.71 .68 Teach High School Agricultural Education Classes 4 4.67 .80 Attend FFA Chapter Meetings 5 4.65 .87 Coordinate an FFA Chapter 6 4.63 .89 Review Safety Practices With Students 7 4.62 .72 Integrate Problem Solving Skills into the Agricultural Education Curricula 8 4.58 .69 Assist in Developing an FFA Program of Activities 9 4.58 .83 Prepare Students to Participate in Leadership Contests 10 4.54 .83 Integrate Critical Thinking Skills into the Agricultural Education Curricula 11 4.50 .72 Implement Science-Based Agricultural Curriculum "Agriscience” for grades 9-12 12 4.50 .89 Continually revise and Update the Curriculum 13 4.46 .70 Maintain Equipment in Compliance with the Occupational Health and Safety Administration (OHSA) Requirements 14 4.44 .87 Maintain and Update the Program Policies and Objectives 15 4.42 .71 Integrate Science Into the Agricultural Education Curricula 16 4.42 .81 89 Continued: Table 39 Rating of 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Organize Students to Attend the FFA Digggigg Activities 17 4.42 .90 Prepare Students to Participate in Agricultural Skills Contests 18 4.41 .89 Organize Students to Attend the FFA 5:822 Convention 19 4.40 .97 Maintain and Update Teaching Materials 20 4.38 .71 Use Resource People in the Community to Supplement Classroom Instruction 21 4.38 .74 Organize Students to Attend the FFA Regional Activities 22 4.38 .93 Supervise an FFA Chapter Banquet 23 4.34 .94 Order Supplies 24 4.34 .77 Counsel Students on Career Decisions 25 4.32 .75 Maintain Equipment and Facilities 26 4.28 .87 Review Potential Legal Liability Scenarios and Take Preventative Action 27 4.24 .88 Make Visits to Students with Supervised Experienced Programs 28 4.24 .98 Monitor State Requirements for the Mission, Delivery, and Implementation of the Agriculture Education Program 29 4.23 .94 Develop a Three-Year Plan for the Agricultural Education Program 30 4.21 .83 Organize Agricultural Education Advisory Committee Meetings 31 4.18 .92 9O Continued: Table 39 Rating of 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Integrate Reading into the Agricultural Education Curricula 32 4.15 .86 Maintain the Facility in Compliance with the Occupational Health and Safety Administration (OHSA), Requirements 33 4.15 1.13 Attend the Summer Technical Workshop 34 4.13 .90 Plan and Manage the Agricultural Department Budget 35 4.13 .94 Integrate Math into the Agricultural Education Curricula 36 4.12 .85 Maintain and Update the Reference File 37 4.11 .75 Maintain a Land Laboratory (ex., greenhouse, forest, or land) 38 4.09 .85 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 39 4.07 .93 Integrate English into the Agricultural Education Curricula 40 4.06 .91 Monitor Federal Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 41 4.05 .98 Maintain Active Membership in the Michigan Association of Agriscience Educators 42 4.03 1.02 Organize Students to Attend the FFA National Convention 43 4.02 1.18 91 Continued: Table 39 Rating of 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Seek State Agricultural Education Consultants Advice on Program Direction 44 4.01 .92 Advise Nontraditional Students to Examine Agriculture as a Career Choice 45 3.99 .81 Complete Local Agricultural Education Reports 46 3.98 .98 Attend the Winter Technical Agriculture Workshop 47 3.97 .96 Seek a Program Evaluation from the School Administration 3.97 .98 48 Attend Special Inservices Sponsored by Professional Groups other than Michigan State University or the Michigan Association of Agriscience Educators 49 3.95 .85 Coordinate FFA Exhibits at the County Fair or Local Exhibitions 50 3.91 1.00 Organize FFA Officer Training Programs 51 3.91 1.04 Develop Formal Training Agreements with Students and Employers to Ensure a Positive Supervised Experience 52 3.89 .96 Complete State Agricultural Education Reports 53 3.89 1.05 Coordinate Activities with Community Service Groups 54 3.87 .84 Search for Special Grants and Funding for Program Enhancement 55 3.81 .94 92 Continued: Table 39 Rating of 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Contact Media Sources: (TV, Newspapers, etc.) to Publicize Agricultural Education Program Activities 56 3.79 .93 Participate in the Local Education Association(s) 57 3.76 1.00 Take Courses for an Advanced Degree 58 3.75 .95 Visit New Pre-registered Agriculture Students During the Summer Months 59 3.73 .93 Require All Students to Have a Supervised Experience Program 60 3.72 1.16 Recruit Students Interested in Agriculture Education at Career Fairs 61 3.71 .95 Write Articles for the Local Publications 62 3.66 .97 Conduct Program Follow-up Studies 63 3.54 1.03 Develop Unique Educational Opportunities for Gifted and Talented Students 64 3.52 .92 Assist in Developing an FFA Alumni Association 65 3.48 1.05 Counsel Students on Personal Problems 66 3.46 1.02 Develop Unique Educational Opportunities for Special Populations Students 67 3.45 .93 Supervise After School Activities such as Dances, Class Parties, etc. 68 3.42 1.15 Conduct One and Five Year Student Follow-up Reports 69 3.40 1.01 Encourage Students to Participate in International FFA Activities 70 3.38 1.04 93 Continued: Table 39 Rating of 82 Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Substitute for Other Teachers when Necessary 71 3.33 1.15 Teach Classes in Another Subject Area Other than Agricultural Education 72 3.28 1.10 Develop an Agriscience Program for the K—8 Program 73 3.11 1.06 Write Articles for Professional Journals 74 3.05 .85 Monitor School Balls 75 3.05 1.43 Require FFA Membership for All Students Enrolled in the Agricultural Education Program 76 2.93 1.38 Teach Adult Agricultural Classes 77 2.91 .95 Be a Class Sponsor or Class Advisor 78 2.83 1.25 Coach a Sports Team 79 2.62 1.12 Supervise a Study Hall 80 2.22 1.19 Supervise a Lunch Room 81 1.84 1.04 Sweep the Agricultural Education Classroom Floor 82 1.84 1.06 94 Table 40 Rating of all Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Teach High School Agricultural Education Classes 1 4.64 .94 Attend FFA Chapter Meetings 2 4.64 .97 Develop Good Working Relationships With Administrators, Faculty and Staff 3 4.60 .87 Coordinate an FFA Chapter 4 4.54 1.02 Participate in Parent Teacher Conferences 5 4.54 .85 Integrate Problem Solving Skills into the Agricultural Education Curricula 6 4.53 .86 Review Safety Practices With Students 7 4.49 .87 Attend School Staff Meetings 8 4.47 .87 Prepare Students to Participate in Leadership Contests 9 4.46 .92 Assist in Developing an FFA Program of Activities 10 4.44 .90 Counsel Students on Career Decisions 11 4.40 .82 Organize Students to Attend the FFA Stat; Convention 12 4.40 1.04 Integrate Critical Thinking Skills into the Agricultural Education Curricula 13 4.39 .86 Implement Science-Based Agricultural Curriculum "Agriscience" for grades 9-12 14 4.39 1.03 Organize Students to Attend the FFA Digtnigg Activities 15 4.38 .96 Integrate Science Into the Agricultural Education Curricula 16 4.37 .94 95 Continued: Table 40 Rating of all Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Organize Students to Attend the FFA Begigngl Activities 17 4.36 .94 Use Resource People in the Community to Supplement Classroom Instruction 18 4.32 .84 Supervise an FFA Chapter Banquet 19 4.29 1.01 Continually revise and Update the Curriculum 20 4.28 .81 Prepare Students to Participate in Agricultural Skills Contests 21 4.28 .98 Maintain and Update Teaching Materials 22 4.26 .80 Make Visits to Students with Supervised Experienced Programs 23 4.26 .98 Attend the Summer Technical Workshop 24 4.25 .98 Maintain and Update the Program Policies and Objectives 25 4.22 .83 Order Supplies 26 4.22 .89 Plan and Manage the Agricultural Department Budget 27 4.19 .90 Integrate Math into the Agricultural Education Curricula 28 4.14 .92 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 29 4.13 .93 Maintain the Equipment in Compliance with the Occupational Health and Safety Administration (OHSA), Requirements 30 4.13 1.06 96 Continued: Table 40 Rating of all Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Maintain a Land Laboratory (ex., greenhouse, forest, or land) 31 4.08 .93 Review Potential Legal Liability Scenarios and Take Preventative Action 32 4.08 .96 Advise Nontraditional Students to Examine Agriculture as a Career Choice 33 4.07 .86 Attend the Winter Technical Agriculture Workshop 34 4.06 1.11 Integrate Reading into the Agricultural Education Curricula 35 4.04 .97 Organize Students to Attend the FFA National Convention 36 4.03 1.17 Monitor State Requirements for the Mission, Delivery, and Implementation of the Agriculture Education Program 37 4.01 1.01 Maintain Equipment and Facilities 38 4.01 1.01 Organize Agricultural Education Advisory Committee Meetings 39 4.00 1.09 Maintain and Update the Reference File 40 3.99 .78 Integrate English into the Agricultural Education Curricula 41 3.99 1.03 Develop a Three-Year Plan for the Agricultural Education Program 42 3.94 .93 Attend Special Inservices Sponsored by Professional Groups other than Michigan State University or the Michigan Association of Agriscience Educators 43 3.94 .98 97 Continued: Table 40 Rating of all Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Maintain Active Membership in the Michigan Association of Agriscience Educators 44 3.93 1.25 Organize FFA Officer Training Programs 45 3.89 1.06 Participate in the Local Education Association(s) 46 3.87 1.10 Require All Students to Have a Supervised Experience Program 47 3.85 1.21 Visit New Pre-registered Agriculture Students During the Summer Months 48 3.83 .92 Develop Formal Training Agreements with Students and Employers to Ensure a Positive Supervised Experience 49 3.83 1.01 Take Courses for an Advanced Degree 50 3.83 1.13 Monitor Federal Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program 51 3.82 1.05 Coordinate Activities with Community Service Groups 52 3.78 .92 Coordinate FFA Exhibits at the County Fair or Local Exhibitions 53 3.78 1.02 Search for Special Grants and Funding for Program Enhancement 54 3.78 1.06 Seek State Agricultural Education Consultants Advice on Program Direction 55 3.76 1.05 98 Continued: Table 40 Rating of all Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Complete Local Agricultural Education Reports 56 3.71 1.12 Maintain the Facility in Compliance with the Occupational Health and Safety Administration (OHSA), Requirements 57 3.69 1.33 Seek a Program Evaluation from the School Administration 58 3.68 1.09 Counsel Students on Personal Problems 59 3.67 .96 Recruit Students Interested in Agriculture Education at Career Fairs 60 3.65 1.00 Complete State Agricultural Education Reports 61 3.64 1.15 Contact Media Sources: (TV, Newspapers, etc.) to Publicize Agricultural Education Program Activities 62 3.57 1.03 Write Articles for the Local Publications 63 3.53 1.05 Encourage Students to Participate in International FFA.Activities 64 3.46 .96 Assist in Developing an FFA Alumni Association 65 3.46 1.03 Develop Unique Educational Opportunities for Gifted and Talented Students 66 3.40 1.00 Require FFA Membership for All Students Enrolled in the Agricultural Education Program 67 3.31 1.38 99 Continued: Table 40 Rating of all Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Develop Unique Educational Opportunities for Special Populations Students 68 3.28 .97 Develop an Agriscience Program for the K-8 Program 69 3.26 1.11 Conduct Program Follow-up Studies 70 3.17 1.02 Substitute for Other Teachers when Necessary 71 3.15 1.12 Conduct One and Five Year Student Follow-up Reports 72 3.11 1.08 Teach Classes in Another Subject Area Other than Agricultural Education 73 3.08 1.04 Supervise After School Activities such as Dances, Class Parties, etc. 74 3.06 1.16 Write Articles for Professional Journals 75 2.96 1.00 Teach Adult Agricultural Classes 76 2.78 .95 Monitor School Halls 77 2.71 1.45 Coach a Sports Team 78 2.40 1.16 Be a Class Sponsor or Class Advisor 79 2.31 1.17 Supervise a Study Hall 80 2.25 1.20 Sweep the Agricultural Education Classroom Floor 81 1.86 1.07 Supervise a Lunch Room 82 1.72 1.05 100 Table 41 Rating of all Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Participate in Parent Teacher Conferences 1 4.96 .19 Attend School Staff Meetings 2 4.94 .30 Develop Good Werking Relationships With Administrators, Faculty and Staff 3 4.92 .27 Maintain Equipment in Compliance with the Occupational Health and Safety Administration (OHSA) Requirements 4 4.74 .47 Review Safety Practices With Students 5 4.74 .52 Assist in Developing an FFA Program of Activities 6 4.71 .74 Coordinate an FFA Chapter 7 4.71 .74 Teach High School Agricultural Education Classes 8 4.70 .65 Attend FFA Chapter Meetings 9 4.66 .77 Continually revise and Update the Curriculum 10 4.62 .54 Integrate Problem Solving Skills into the Agricultural Education Curricula 11 4.62 .49 Prepare Students to Participate in Leadership Contests 12 4.62 .74 Maintain and Update the Program Policies and Objectives 13 4.61 .52 Implement Science-Based Agricultural Curriculum "Agriscience” for grades 9-12 14 4.61 .73 Integrate Critical Thinking Skills into the Agricultural Education Curricula 15 4.60 .54 101 Continued: Table 41 Rating of all Agricultural Education Teacher Responsibilities By Vocational Directors Maintain the Facility in Compliance with the Occupational Health and Safety Administration (OHSA), Requirements 16 .58 Prepare Students to Participate in Agricultural Skills Contests 17 .53 Maintain Equipment and Facilities 18 .52 Maintain and Update Teaching Materials 19 .49 Develop a Three-Year Plan for the Agricultural Education Program 20 .47 Integrate Science Into the Agricultural Education Curricula 21 .47 Organize Students to Attend the FFA Diggrigg Activities 22 .45 Order Supplies 23 .44 Monitor State Requirements for the Mission, Delivery, and Implementation of the Agriculture Education Program 24 .44 Use Resource People in the Community to Supplement Classroom Instruction 25 .43 Organize Students to Attend the FFA Rggigngl Activities 26 .40 Review Potential Legal Liability Scenarios and Take Preventative Action 27 .39 Supervise an FFA Chapter Banquet 28 .39 Organize Students to Attend the FFA 5535; Convention 29 .39 Organize Agricultural Education Advisory Committee Meetings 30 .35 .66 .77 .62 .60 .62 .66 .85 .62 .82 .64 .89 .78 .88 .91 .70 102 Continued: Table 41 Rating of all Agricultural Education Teacher Responsibilities By Vocational Directors Monitor Federal Requirements Related to the Mission, Delivery, and Implementation of the Agricultural Education Program Seek State Agricultural Education Consultants Advice on Program Direction Integrate Reading into the Agricultural Education Curricula Counsel Students on Career Decisions Complete Local Agricultural Education Reports Seek a Program Evaluation from the School Administration Maintain and Update the Reference File Make Visits to Students with Supervised Experienced Programs Maintain Active Membership in the Michigan Association of Agriscience Educators Integrate English into the Agricultural Education Curricula Complete State Agricultural Education Reports Maintain a Land Laboratory (ex., greenhouse, forest, or land) Integrate Math into the Agricultural Education Curricula Plan and Manage the Agricultural Department Budget 31 32 33 34 35 36 37 38 39 40 41 42 43 44 .26 .25 .25 .23 .23 .23 .22 .22 .13 .13 .12 .10 .10 .08 .86 .69 .73 .69 .76 .78 .70 .98 .75 .78 .89 .77 .79 .98 103 Continued: Table 41 Rating of all Agricultural Education Teacher Responsibilities By Vocational Directors Coordinate FFA Exhibits at the County Fair or Local Exhibitions Supervise Participation in Community Service Projects (Building Our American Communities, etc.) Attend the Summer Technical Workshop Organize Students to Attend the FFA National Convention Contact Media Sources: (TV, Newspapers, etc.) to Publicize Agricultural Education Program Activities Attend Special Inservices Sponsored by Professional Groups other than Michigan State University or the Michigan Association of Agriscience Educators Coordinate Activities with Community Service Groups Develop Formal Training Agreements with Students and Employers to Ensure a Positive Supervised Experience Organize FFA Officer Training Programs Advise Nontraditional Students to Examine Agriculture as a Career Choice Attend the Winter Technical Agriculture Workshop Conduct Program Follow-up Studies Search for Special Grants and Funding for Program Enhancement Write Articles for the Local Publications 45 46 47 48 49 50 51 52 53 54 55 56 57 58 .04 .03 .01 .01 .00 .96 .95 .94 .92 .91 .90 .88 .84 .79 .97 .93 .80 .78 .76 .74 .91 .75 .79 .92 .81 .88 104 Continued: Table 41 Rating of all Agricultural Education Teacher Responsibilities By Vocational Directors Recruit Students Interested in Agriculture Education at Career Fairs 59 .77 Supervise After School Activities such as Dances, Class Parties, etc. 60 .77 Take Courses for an Advanced Degree 61 .68 Conduct One and Five Year Student Follow-up Reports 62 .66 Participate in the Local Education Association(s) 63 .65 Develop Unique Educational Opportunities for Gifted and Talented Students 64 .64 Visit New Pre-registered Agriculture Students During the Summer Months 65 .64 Develop Unique Educational Opportunities for Special Populations Students 66 .61 Require All Students to Have a Supervised Experience Program 67 .60 Assist in Developing an FFA Alumni Association 68 .49 Substitute for Other Teachers when Necessary 69 .49 Teach Classes in Another Subject Area Other than Agricultural Education 70 .47 Monitor School Halls 71 .36 Be a Class Sponsor or Class Advisor 72 .32 Encourage Students to Participate in International FFA Activities 73 .31 Counsel Students on Personal Problems 74 .26 .90 .04 .75 .85 .89 .83 .94 .88 .10 .07 .15 .12 .34 .13 .12 .03 105 Continued: Table 41 Rating of all Agricultural Education Teacher Responsibilities By Vocational Directors Write Articles for Professional Journals Teach Adult Agricultural Classes Develop an.Agriscience Program for the K-8 Program Coach a Sports Team Require FFA Membership for All Students Enrolled in the Agricultural Education Program Supervise a Study Hall Supervise a Lunch Room Sweep the Agricultural Education Classroom Floor 75 76 77 78 79 80 81 82 .13 .03 .97 .82 .57 .19 .95 .82 .68 .93 .99 .05 .28 .19 .02 .06 106 Table 42 Rating of the FFA Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Attend FFA Chapter Meetings 1 4.65 .87 Coordinate an FFA Chapter 2 4.63 .89 Assist in Developing an FFA Program of Activities 3 4.58 .83 Prepare Students to Participate in Leadership Contests 4 4.54 .83 Prepare Students to Participate in Agricultural Skills Contests 5 4.41 .89 Organize Students to Attend the FFA District Activities 6 4.42 .90 Organize Students to Attend the FFA State Convention 7 4.40 .97 Organize Students to Attend the FFA Regional Activities 8 4.38 .93 Supervise an FFA Chapter Banquet 9 4.34 .94 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 10 4.07 .93 Organize Students to Attend the FFA National Convention 11 4.02 1.18 Coordinate FFA Exhibits at the County Fair or Local Exhibitions 12 3.91 1.00 Organize FFA Officer Training Programs 13 3.91 1.04 Assist in Developing an FFA Alumni Association 14 3.48 1.05 107 Continued: Table 42 Rating of the 16 FFA Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Encourage Students to Participate in International FFA Activities 15 3.38 1.04 Require FFA Membership for All Students Enrolled in the Agricultural Education Program 16 2.93 1.38 108 Table 43 Rating of the FFA Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Attend FFA Chapter Meetings 1 4.64 .97 Coordinate an FFA Chapter 2 4.54 1.02 Assist in Developing an FFA Program of Activities 3 4.46 .92 Prepare Students to participate in leadership contests 4 4.44 .90 Prepare students to participate in agricultural skills contests 5 4.40 1.04 Organize students to attend the FFA Digtzigg activities 6 4.38 .96 Supervise an FFA Chapter 7 4.36 .97 Organize students to attend the FFA ngigngl activities 8 4.29 1.01 Supervise an FFA Chapter Banquet 9 4.28 .98 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 10 4.13 .93 Organize students to attend the FFA Nggignal Convention 11 4.03 1.17 Organize FFA Officer Training Programs 12 3.89 1.06 Coordinate FFA exhibits at the county fair or local exhibitions 13 3.78 1.02 Assist in Developing an FFA Alumni Association 14 3.46 .95 109 Continued: Table 43 Rating of the FFA Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Encourage students to participate in international FFA activities 15 3.46 1.03 Require FFA membership for all students enrolled in the agricultural education program 16 3.31 1.38 110 Table 44 Rating of the FFA Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Assist in Developing an FFA Program of Activities 1 4.71 .74 Coordinate an FFA Chapter 2 4.71 .74 Attend FFA Chapter Meetings 3 4.66 .77 Prepare Students to Participate in Leadership Contests 4 4.62 .74 Prepare Students to Participate in Agricultural Skills Contests 5 4.53 .77 Organize Students to Attend the FFA District Activities 6 4.45 .85 Organize Students to Attend the FFA Regional Activities 7 4.40 .89 Supervise an FFA Chapter Banquet 8 4.39 .88 Organize Students to Attend the FFA State Convention 9 4.39 .91 Coordinate FFA Exhibits at the County Fair or Local Exhibitions 10 4.04 .97 Supervise Participation in Community Service Projects (Building Our American Communities, etc.) 11 4.03 .93 Organize Students to Attend the FFA National Convention 12 4.01 1.19 Organize FFA Officer Training Programs 13 3.92 1.02 Assist in Developing an FFA Alumni Association 14 3.49 1.07 111 Continued: Table 44 Rating of the FFA Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Encourage Students to Participate in International FFA Activities 15 3.31 1.12 Require FFA Membership for All Students Enrolled in the Agricultural Education Program 16 2.57 1.28 112 Table 45 Rating of the Teaching Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Teach High School Agricultural Education Classes 1 4.67 .80 Review Safety Practices with Students 2 4.62 .72 Integrate Problem Solving Skills into the Agricultural Education Curricula 3 4.58 .69 Integrate Critical Thinking Skills into the Agricultural Education Curricula 4 4.50 .72 Implement a Science Based Agricultural Curriculum "Agriscience" for Grades 9-12 5 4.50 .89 Integrate Science into the Agricultural Education Curricula 6 4.42 .81 Use Resource People in the Community to Supplement Classroom Instruction 7 4.38 .74 Counsel Students on Career Decisions 8 4.32 .75 Review Potential Legal Liability Scenarios, and Take Preventative Action 9 4.24 .88 Integrate Reading into the Agricultural Education Curricula 10 4.15 .86 Integrate Math into the Agricultural Education Curricula 11 4.12 .85 Integrate English into the Agricultural Education Curricula 12 4.06 .91 Advise Nontraditional Students to Examine Agriculture as a Career Choice 13 3.99 .81 113 Continued: Table 45 Rating of the Teaching Agricultural Education Teacher Responsibilities by Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Develop Unique Educational Opportunities for Gifted and Talented Students 14 3.52 .92 Counsel Students on Personal Problems 15 3.46 1.02 Develop Unique Educational Opportunities for Special Populations Students 16 3.45 .93 Develop an Agriscience Program for the K-8 Program 17 3.11 1.06 Teach Adult Agricultural Classes 18 2.91 .95 114 Table 46 Rating of the Teaching Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Teach High School Agricultural Education Classes 1 4.64 .94 Integrate Problem Solving Skills into the Agricultural Education Curricula 2 4.53 .86 Counsel Students on Career Decisions 3 4.40 .82 Review Safety Practices with Students 4 4.49 .87 Integrate Critical Thinking Skills into the Agricultural Education Curricula 5 4.39 .86 Implement a Science Based Agricultural Curriculum "Agriscience" for Grades 9-12 6 4.39 1.03 Integrate Science into the Agricultural Education Curricula 7 4.37 .94 Use Resource People in the Community to Supplement Classroom Instruction 8 4.32 .84 Integrate Math into the Agricultural Education Curricula 9 4.14 .92 Review Potential Legal Liability Scenarios, and Take Preventative Action 10 4.08 .96 Advise Nontraditional Students to Examine Agriculture as a Career Choice 11 4.07 .86 Integrate Reading into the Agricultural Education Curricula 12 4.04 .97 Integrate English into the Agricultural Education Curricula 13 3.99 1.03 115 Continued: Table 46 Rating of the Teaching Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Counsel Students on Personal Problems 14 3.67 .96 Develop Unique Educational Opportunities for Gifted and Talented Students 15 3.40 1.00 Develop Unique Educational Opportunities for Special Populations Students 16 3.28 .97 Develop an Agriscience Program for the K-8 Program 17 3.26 1.11 Teach Adult Agricultural Classes 18 2.78 .95 116 Table 47 Rating of the Teaching Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Review Safety Practices with Students 1 4.74 .52 Teach High School Agricultural Education Classes 2 4.70 .65 Integrate Problem Solving Skills into the Agricultural Education Curricula 3 4.62 .49 Implement a Science Based Agricultural Curriculum "Agriscience” for Grades 9-12 4 4.61 .73 Integrate Critical Thinking Skills into the Agricultural Education Curricula 5 4.60 .54 Integrate Science into the Agricultural Education Curricula 6 4.47 .66 Use Resource People in the Community to Supplement Classroom Instruction 7 4.43 .64 Review Potential Legal Liability Scenarios, and Take Preventative Action 8 4.39 .78 Integrate Reading into the Agricultural Education Curricula 9 4.25 .73 Counsel Students on Career Decisions 10 4.23 .69 Integrate English into the Agricultural Education Curricula 11 4.13 .78 Integrate Math into the Agricultural Education Curricula 12 4.10 .79 Advise Nontraditional Students to Examine Agriculture as a Career Choice 13 3.91 .75 117 Continued: Table 47 Rating of the Teaching Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Develop Unique Educational Opportunities for Gifted and Talented Students 14 3.64 .83 Develop Unique Educational Opportunities for Special Populations Students 15 3.61 .88 Counsel Students on Personal Problems 16 3.26 1.03 Teach Adult Agricultural Classes 17 3.03 .93 Develop an Agriscience Program for the K-8 Program 18 2.97 .99 118 Table 48 Rating of the Program Management Agricultural Education Teacher Responsibilities By Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Continually Revise and Update the Curriculum 1 4.46 .70 Maintain Equipment in Compliance with the Occupational Health and Safety Administration, (OHSA) requirements 2 4.44 .87 Maintain and Update Program Policies and Objectives 3 4.42 .71 Maintain and Update the Teaching Materials 4 4.38 .71 Order Supplies 5 4.34 .77 Maintain Equipment and Facilities 6 4.28 .87 Develop a Three-Year Plan for the Agricultural Education Program 7 4.21 .83 Organize Agricultural Education Advisory Committee Meetings 8 4.18 .92 Maintain the Facility in Compliance with the Occupational Health and Safety Administration, (OHSA) Requirements 9 4.15 1.13 Plan and Manage the Agricultural Department Budget 10 4.13 .94 Maintain and Update the Reference File 11 4.11 .75 Maintain a Land Laboratory (ex., greenhouse, forest, or land) 12 4.09 .85 Seek State Agricultural Education Consultants Advice on Program Direction 13 4.01 .92 119 Continued: Table 48 Rating of the Program Management Agricultural Education Teacher Responsibilities By Both Groups (Vocational Directors and Agricultural Education Teachers) Responsibility Rank Mean Std. Dev. Complete Local Agricultural Education Reports 14 3.98 .98 Seek a Program Evaluation from the School Administration 15 3.97 .98 Complete State Agricultural Education Reports 16 3.89 1.05 Conduct One and Five Year Student Follow-up Reports 17 3.40 1.01 Sweep the Agricultural Education Classroom Floor 18 1.84 1.06 120 Table 49 Rating of the Program Management Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Continually Revise and Update the Curriculum 1 4.28 .81 Maintain and Update the Teaching Materials 2 4.26 .80 Maintain and Update Program Policies and Objectives 3 4.22 .83 Order Supplies 4 4.22 .89 Plan and Manage the Agricultural Department Budget 5 4.19 .90 Maintain Equipment in Compliance with the Occupational Health and Safety Administration, (OHSA) requirements 6 4.13 1.06 Maintain a Land Laboratory (ex., greenhouse, forest, or land) 7 4.08 .93 Maintain Equipment and Facilities 8 4.01 1.01 Organize Agricultural Education Advisory Committee Meetings 9 4.00 1.09 Maintain and Update the Reference File 10 3.99 .78 Develop a Three-Year Plan for the Agricultural Education Program 11 3.94 .93 Seek State Agricultural Education Consultant's Advice on Program Direction 12 3.76 1.05 Complete Local Agricultural Education Reports 13 3.71 1.12 121 Continued: Table 49 Rating of the Program Management Agricultural Education Teacher Responsibilities By Agricultural Education Teachers Responsibility Rank Mean Std. Dev. Maintain the Facility in Compliance with the Occupational Health and Safety Administration, (OHSA) Requirements 14 3.69 1.33 Seek a Program Evaluation From the School Administration 15 3.68 1.09 Complete State Agricultural Education Reports 16 3.64 1.15 Conduct One and Five Year Student Follow-up Reports 17 3.11 1.08 Sweep the Agricultural Education Classroom Floor 18 1.86 1.07 122 Table 50 Rating of the Program Management Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Maintain Equipment in Compliance with the Occupational Health and Safety Administration, (OHSA) requirements 1 4.74 .47 Continually Revise and Update the Curriculum 2 4.62 .54 Maintain and Update Program Policies and Objectives 3 4.61 .52 Maintain the Facility in Compliance with the Occupational Health and Safety Administration, (OHSA) Requirements 4 4.58 .66 Maintain Equipment and Facilities 5 4.52 .62 Maintain and Update the Teaching Materials 6 4.49 .60 Develop a Three-Year Plan for the Agricultural Education Program 7 4.47 .62 Order Supplies 8 4.44 .62 Organize Agricultural Education Advisory Committee Meetings 9 4.35 .70 Seek State Agricultural Education Consultant's Advice on Program Direction 10 4.25 .69 Complete Local Agricultural Education Reports 11 4.23 .76 Seek a Program Evaluation From the School Administration 12 4.23 .78 Maintain and Update the Reference File 13 4.22 .70 Complete State Agricultural Education Reports 14 4.12 .89 123 Continued: Table 50 Rating of the Program Management Agricultural Education Teacher Responsibilities By Vocational Directors Responsibility Rank Mean Std. Dev. Maintain a Land Laboratory (ex., greenhouse, forest, or land) 15 4.10 .77 Plan and Manage the Agricultural Department Budget 16 4.08 .98 Conduct One and Five Year Student Follow-up Reports 17 3.66 .85 Sweep the Agricultural Education Classroom Floor 18 1.82 1.06 BIBLIOGRAPHY 124 BIBLIOGRAPHY Babbie, Earl R., Sgrggy,fig§g§;gh Mgghgdgg Belmont California, Wadsworth Publishing Co, Inc. 1973. Bateson. Nichol“. Data Maturation in Social Same. Winchester. Mass., George Allen & Unwin Inc., 1984. Blezek, Allen G., ”The Identification and Prioritization of Tasks of Vocational Agriculture Instructors as Perceived by State Supervisors, Teacher Educators and Vocational Agriculture Instructors in Nebraska" Wank-LAW Walters 26(3) (August 1985) : 45 Cole, Lee, ”Oregon Vocational Agriculture Teacher Placement and Retention Factor-9. " W W 25(3) : 12. Cole, Lee. Oregon State University, Corvallis, Oregon. Letter 23 June 1989. Cox, David E. The University of Arizona, Tucson, Arizona. 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