WORKING RELATIONSHIPS OF COUNTY EXTENSION AGENTS AND TEACHERS OF VOCATIONAL AGRICUUTURE IN MICHIGAN 3? Ahmed Mbhamed Mbhamed Omar AN ABSTRACT OF A THESIS Submitted to Michigan State university in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1963 ABSTRACT ‘WORKING RELATIONSHIPS OF COUNTY EXTENSION AGENTS AND TEACHERS OF VOCATIONAL AGRICULTURE IN MICHIGAN By Ahmed Mohamed Mohamed Omar Purpose: To investigate activities and factors in working relationships of county extension agents and teachers of vocational agriculture and to determine differences in Opinions regarding these working relationships. Methods: A mail survey checklist was prepared and used to collect data from county extension agents and teachers of vocational agriculture in the 61 counties in Michigan where both teachers and agents were employed. Returns were re- ceived from 122 (9h.6%) of the 129 agents and 180 (88.2%) of the 20k teachers contacted. Responses were recorded on IBM cards and MISTIC was used for calculating chi-square values to determine differences in Opinions and association of background characteristics with responses of the two professional groups. Findings: The extent to which activities in working rela- tionships were carried out varied among the agents and the teachers. The respondents also varied in their opinions with regard to the degree of involvement of the factors in their working relationships. The study indicated that Opinions of the teachers and the agents did not differ significantly with regard to the - 1 - Ahmed Mbhamed MOhamed Omar desirability of carrying out 28 activities, but did differ with respect to two others. These were: working out a program of cOOperation between h-H club and PFA, and arrang- ing for educational meetings for farmers. The teachers and the agents did not differ signifi- cantly in Opinions with respect to 23 factors affecting their working relationships. Opinions differed significant- ly with regard to the following factors: 1. The other's personality. 2. Degrees of academic education. 3. Similarity of educational specialization. h. Similarity of in-service training in technical subject matter. 5. Difference of in-service training in technical subject matter. . 6. Similarity of in-service training in teaching methods. 7. The other's experience in.working with rural peOple. 8. The other's experience in the field of agri- culture. 9. One's experience in the field of agriculture. 10. Relationships between school administrators and county extension staff. Ahmed Mbhamed MOhamed Omar Responses of the agents and the teachers tended to indicate positive or neutral effects‘of all the factors except for the intraorganizational factors which were viewed mostly to have a negative effect. No relationship was found between age, college degrees achieved, and length of experience of the teachers and their Opinions regarding the desirability of carrying out activ- ities for implementing educational programs in agriculture. However, among the agents a significant relationship was found to exist between background characteristics and Opin- ions regarding one of the activities of implementing educa- tional programs--having teachers and agents serve on each other's advisory committees. The older agents, those who had achieved higher college degrees, and those with more experience, seemed in favor of the activity to a greater degree than the other agents. No relationship was found between the three background characteristics of the teachers and their Opinions with re- gard to the effect of the intraorganizational factors. How- ever, among the agents there was a significant relationship between the age and opinions regarding the effect of one of the intraorganizational factors--c1arity of functions as specified by the Smith-Lever and the Smith-Hughes acts. The younger agents seemed to have less consensus than the older agents in formulating an Opinion of the effect of the Ahmed MOhamed Mbhamed Omar factor. 'A significant relationship was also found between college degrees achieved by the agents and their Opinions regarding the effect of another factor--the difficulty of scheduling. Those with higher college degrees, compared with the remaining agents, viewed the factor as having a negative effect on educational programs in agriculture. Twenty implications were drawn from the findings, all of which encourage and support close working relationships between the two professional groups. ‘WORKING RELATIONSHIPS OF COUNTY EXTENSION AGENTS AND TEACHERS OF VOCATIONAL AGRICUETURE IN MICHIGAN By Ahmed Mohamed Mohamed mar A.THESIS Submitted to Michi an State university in partial fu illment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Educ at ion 1963 ACKNOWLEDGEMENTS The writer wishes to express his gratitude to the professors of his guidance committee: 1. Harold M. Byram, Chairman, to whom the writer is deeply indebted for understanding, encouragement, and immeasurable contribution toward the success- ful completion of this study. Raymondifl. Clerk, for his invaluable assistance in all aspects of the study and for his penetrating criticisms of the manuscript in its different stages. . Russell J; Kleis, for the time, thoughts, and generous assistance in deveIOping the research design and the instrument. William J. Kimball, for the diligent aid in con- structing the research design and the instrument, and for the friendly contacts which facilitated conducting the study among county extension staffs. Grateful acknowledgements are due to Dr. Noel P. Ralston, director of the Muchigan Cooperative Extension Service, the program leaders, and the district directors whose assistance made it possible to conduct the study among the field staff in the counties. - iii - Deep appreciation is accorded to Mr. Harry Nesman, Chief, Agricultural Education Service, Michigan Department of Public Instruction, and his supervisory staff whose pertinent advice and help made it possible to conduct the study among teachers of vocational agriculture. Many thanks are extended to members of the faculty in Agricultural Education, College of Education, Michigan State University for their specialized advice and suggestions. Special recognition for their statistical advice and consultation is due to Drs. Paul Sweany, Walter Stellwagon, William Farquhar, and Willard‘Warrington; all of Michigan State University. Sincere gratitude is expressed to the county extension staffs of Michigan and the teachers of vocational agriculture for their excellent cOOperation and participation in the study. Indebtedness is acknowledged to the peOple of The United Arab Republic (Egypt), who furnished the financial coverage of the writer's expenses through his study in the U.S.A. The writer wishes to express his sincerest gratitude to all members of his family for their love and constant support without which this study could never have been completed. TABLE OF CONTENTS ACICNWLEDGEIENTS........... LISTOFTABESOOOOOOOOOOOO LI” OF news I O O O O O O O O O O 0 Chapter I. II. mwumlm. O O O O O O O 0 Statement of the Problem. . Rationale......... Extension Leaders' Point of View. Vocational Agriculture Leaders' PointofView. . . . . . . . . Importance of the Study . . Basic Assumptions . . . . . Objectives of the Study . . Null Hypotheses . . . . . Alternative Hypotheses. . Limitation and Scope. . . . Definition of Terms . . . . REVIEW OF LITERATURE. . . . . An Historical Perspective . Theories and Studies Related to of WOrking Relationships. . . . Theories and Studies Related to Factors Affecting Working Relationships . Theories and Studies Related to Coopera- Activities Funct ional tionandCoordination.......... “it xiii a: r- P‘ vs 13 l6 17 18 I9 19 21 26 26 39 56 Chapter III. STUDY PROCEDURES. . . . . . . . The Planning Stage . . . . . Instrument Preparation . . . Rating 0 O I O O O O O O O O DevelOping Areas of Activities Omectorl.....o......... Areas Population of the Study. . . . . . . . . . Justification for Population Selection . Michigan Area Covered by the Study . . . . Methods of Collecting the Data . . . . . . Hoce..ing the Data 0 O O O O O O O O O O 0 Presentation of the Data . . . . . . . . . Background Characteristics of Respondents. Po. it 10“ O O O O O O O O O O O O O O O 0 College Degrees Achieved . . . . . . . . Age. 0 O O O C O O O O O O O O O O O O O authormrignc.edeeeeeeee IV. ANALYSIS OF ACTIVITIES AND FACTORS INVOLVED IN”WORKING RELATIONSHIPS. . . . . . . . . . PART I Activities of‘Working Relationships . . . Investigating needs and examining Objectives of educational programs in agriculture. . . . . . . . . . . . . Identifying local potential for launching educationalJprograms inagriculture............. Planning educational programs for youth . . . . . . . . . . . . . . . Page 60 60 61 62 65 65 66 68 69 71 7h 7“ 76 77 79 81 81 82 85 88 Chapter V. Planning educational programs forfarmers............ Planning for public relations . . . Planning for exhibits and contests. Evaluating educational programs in agriwlm‘ . C C O O O O O O O C 0 Implementing educational programs in agriculms..........a SullaryofPartI.........‘. PART II Factors Involved in Working Relationships Personality and general characteristics Educationandtraining. . . . . . . . . Emrienc.0 O O O O O O O O O O O O Interorganizational relationships . Intraorganizational requirements. . Perceiving importance of working relationships........... SW at Part II. C C O O . C C . cannons Aswr waucms asmtmsmps pm smcrzva EDUCATIONAL vacuums m “Elm . O O . O O C O C O C C C 0 PART I Analysis of the Desirability of Carrying Out Activities in Working Relationships . Desirability of investigating needs and examining objectives. . . . . . . . . . Desirability of identifying local potential for launching educational programs in iculture as part of working relat onships . . . . . . . . . Page 90 93 95 97 99 103 106 106 109 111 11‘! 116 119 123 126 127 127 130 Chapter -vii- Desirability Of planning educational programs for youth as part of working relatiouhipl............. Des irability Of planning educational programs for farmers as part of work- inngICtI-mhip.eee e e e s e e e e Desirability of planning for public rte‘iations as part of working relation- Ops.......ooooo..... Desirability of planning for exhibits and contests as part of working re- latiOuhip' O C O O O O O O O O O O O 0 Des irabil ity of evaluating educational programs in iculture as part of working relat onships . . . . . . . . . Des irability of implementing educational programs in agriculture as part of work- ingrelationships........... Stm-aryofPartI........... PART II Analysis of the Effect of Certain Factors Involved in Work Relationships on Edu- cational Programs Agriculture. . . . . Effect of personality and general characteristics............ Effect of education and training. . . . Effect of'experience' . . . . . . . . . Effect of interorganizational relationlhipl.......o..... ' Effect of intraorganizat ional requirements.............. Effect of perceiving the importance of working relationships . . . . . . . . . SumaryofPartII........... Page 132 13k 136 138 1‘50 1163 1&5 1&8 150 1516 157 160 163 166 169 - viii - Chapter VI . BACKGROUND CHARACTERISTICS AND OPINIQUS REGARDING WGIKING RELATIQISHIPS . . . . . . Age and Opinions regarding cOOperation in implementing educational programs inagriculture............. Age and Opinions regarding effect of intraorganizational factors. . . . . . . College degrees achieved and Opinions regarding cOOperat ion in lementing educational programs in agr culture. . . College degrees achieved and Opinions regarding effect of intraorganizational factor.. 0 O O O ‘0 O O O O O O O O O O 0 Length of experience and opinions re- gardi cOOperation in implementing educat onal programs in agriculture. . . Length of experience and Opinions re- garding effect of intraorganizat ional £8¢tW..eeeeeeeeeeeeeeee St-ary................. VII. SUMMARY AND CONCLUSIONS . . . . . . . . . . Objectives................ Procedures................ Findings................. CONCLUSIONS AND IMPLICATIONS. . . . . . . . Suggestions for Further Studies . . . . . APPENDIX A . . . . . . . . . . . . . . . . . . . . . APPENDIXB..................... APPENDIX C . . . . . . . . . . . . . . ... . . . . . APPENDIXD..................... APPENDIX.E . . . . . . . . . . . . . . . . . . . . . BIBLIOGRAPHY............’........ Page 177 180 18k 188 191 191. 198 201 207 207 207 209 216 223 225 230 239 2105 2&9 259 Table II III IV VII VIII XI XII XIII XIV LIST OF TABIES Page Classification Of Respondents by Position 75 Classification of Respondents by College mngCCOOOOOOeeeeeeeoeeee 77 Classification of Respondents by Age . . . 79 Classification of Respondents by Length OfExperience............... 80 Agents and Teachers who Investigated Needs and Examined Objectives in Their Working Relationship. 0 O O O O O O O O O O O O O O 8“ Agents and Teachers who Identified Local Potential in Their Working Relationships . 87 Agents and Teachers who Planned Educat ion- a Programs for Youth in Their Working Relationlhips............... 89 Agents and Teachers who Planned Educat ion- al Programs for Farmers in Their Working Relationships............... 92 Agents and Teachers who Planned for Public Relations in Their Working Relationships . 9h Agents and Teachers who Planned for Exhib- its and Contests in Their Working Rela- tionhip‘. O O O O O O O O O O O O O O O 0 96 ents and Teachers who Evaluated Educa- t onal Programs in Their Working Rela- timhIPBO O O O O O O O O O O O O O O O O 98 Agents and Te achers who Implemented Edu- cational Programs in Their Working “18‘: iambipa O O O O O O O O O O O O O O 0 101 Involvement Of Personality and General Characteristics.............. 108 Involvement of Education and Training. . . llO Involvement of Experience. . . . . . . . . ll3 Table XVII XVIII XIX XXI xxx; XXIII XXIV XXVII XXVIII XXIXL Involvement of Interorganizational Relationships. . . . . . . . . . . . . . . Involvement of Intraorganizational ”mirant‘ C O O O C O O O O O O O O O O Involvement Of Perceiving Importance of ‘Working Relationships. . . . . . . . . . . Desirability of Investigating Needs and Examining Objectives as Part of‘WOrking Relat ionship’ O O O O O O C O O O O O O O O Desirability of Identifying Local Potential for Launching Educational Programs as Part of Working'Relationships. Desirability of Planning Educational Programs for Youth as Part Of'Working Rel at imhip‘ O O O O O O O O O O O O O O O Desirability of Planning Educational Programs for Farmers as Part of Working Relationship. 0 O O O O O O O O O O O O O O Desirability of Planning for Public Relationships as Part of WOrking RC1 at iMhip. O O O O O O O O O O O O O O 0 Desirability of Planning for Exhibits and Contests as Part of Working Relationships............... Desirability of Evaluating Educational Programs in iculture as Part of Working Relat ”ship‘s e e e e e e e s s e Desirability of Implementing Educational Programs in iculture as Part of ‘Working Relat onships. . . . . . . . . . . Effect of Personality and General Characteristics. . . . . . . . . . . . . . Effect of Education and Training . . . . . Effect of 'Experience' . . . . . . . . . . Effect of Interorganizational Relation- ship. 0 O O O O O O O O 0 O O O O O O O O O Page 115 118 121 129 131 133 135 137 139 142 1““ 153 156 159 162 -xi- Table Page JOOKI Effect of Intraorganizat ional mmmmnt. O O O O O O O O O O O O C O O 165 XXXII Effect of Perceiving the Importance of workiu R.18t1°“.hipse O O O O O O O O O O 168 JOCKIII Relationship of Age of the Teachers and Their (pinions Regard COOperation in Implementing Educationa Programs in miwltwe. O O O O O O O O O O O O O O O 182 XXXIV Relationship of Age of the Agents and Their Opinions Regard COOperat ion in Implementing Educationa Programs in Ayiculm.0000000000000000183 xxxv Relationship of Age of the Teachers and Their Opinions Regarding Effect of Intraorganizational Factors. . . . . . . . 186 XXXVI Effect of Age of the Agents and Their Opinions Regarding Effect Of Intra- organizational Factors . . . . . . . . . . 187 JOCKVII Relationship of Degrees Achieved by the Teachers and Their Opinions Regarding Cooperation in Implementing Educational Programs inAgriculture. . . . . . . . . . 189 XXXVIII Relationship of Degrees Achieved by the Agents and Their Opinions Regardi Cooperation in Implementing Educat onal ProgramsinAgriculture. . . . . . . . . . 190 XXXIX Relationship of Degrees Achieved by the Teachers and Their Opinions Regarding Effect of Intraorganizational Factors. . . 192 XL Relationship of Degrees Achieved by the Agents and Their Opinions Regarding Effect of Intraorganizational Factors. . . 193 XLI Relationship of Length of Experience of the Teachers and Their Opinions Re arding Cooperat ion in Implementing Educ at onal ProgramsinAgriculture. . . . . . . . . . 196 XLII Relationship of Length of Experience of the Agents and Their Opinions Regarding COOperation in Implementing Educational Programs in Agriculture. . . . . . . . . . 197 Table XLIII XLIV XLV XLVI XLVII - xii - Page Relationship of Experience of the Teachers and Their Opinions Regarding Effect of Intraorganizational Factors. . . . . . . . 199 Relationship of Length of Experience of the Agents and Their Opinions Regarding Effect of Intraorganizational Factors. . . 200 Number of County Extension Agents and Teachers of VOcational A riculture Who Were Requested to Partic pate in the Study and Those Who Responded. . . . . . . . . . 2h? Degrees to Which Certain Activities Were Carried Out in WOrking Relationships of County Extension Agents and Teachers Of Vocational Agriculture in Michigan . . . . 250 Degrees tO Which Certain Factors Were Involved in Working Relationships of County Extension Agents and Teachers of Vocational Agriculture in Michigan . . . . 25h Figure LIST OF FIGURES Page A model for viewi decision making in interaction situat ons from an historical perspective.. . . . . . . . . . . #2 Michigan counties covered by the Study . . . 67 Differences in Opinions regard the desirability of carrying out act vities in working relationships . . . . . . . . . . 1&7 Differences in Opinions regarding the effect of factors involved in working relationships 172 Relationship of background characteristics of the agents and their Opinions regarding having teachers and ents serve on each other's advisory coma ttees. . . . . . . . . 2015 Relationship of age and Opinions of agents regarding the effect of the clarity 0 functions as specified by the Smith-Lever and the Smith-Hughes acts. . . . . . . . . . . . 205 Relationship of college degrees achieved agents and their Opinions regarding the difficulty of scheduling . . . . . . . . 206 Returnsoftheinstrument.......... 2B6 - xiii - CHAPTER I INTRODUCTION Statement Of the Problem The problem of this study consists of two parts: 1. Identifying activities in the working relation- ships Of county extension agents and teachers of vocational agriculture and the desirability of carrying out these activities for effective edu- cational programs in agriculture. 2. Discerning the factors involved in the working relationships of the two professional groups and the factors which promote or which hamper effec- tive educational programs in agriculture. Rationale Education in the second half of the twentieth century has come to include more than the specialized function of the school. Educative efforts of other institutions and agencies are now also regarded and considered. The outcome of this develOpment is that all institu- tions and agencies which devote their efforts to education now have inclusive responsibility to individuals, communities and the nation in which they serve. Apparently during the last 50 years one educational agency*was not enough to carry the expanding responsibility of educational programs in agriculture alone. Therefore, several agencies were authorized by society to share this responsibility. At present, the phenomena of rapid change, industrial- ization and technological develOpment are having tremendous impact on agriculture and agricultural careers as well as on education in agriculture. Efficient agriculture and the solution of its problems is now "the" challenge-~not only to educators, but also to producers and consumers as well. County extension agents and teachers of vocational agriculture are the first line faced with "the" challenge directly and indirectly. They are among the tOp reference groups to whom local people turn for effective educational programs in agriculture and agricultural businesses. IMany times they work with the same clientele, in the same com- munities with emphasis in the same area of the_subject field. To meet the great challenge Operating relationships have rarely been questioned. On the contrary, cOOperation and harmonious working relationships have been encouraged by state and national leaders of both groups. Extension Leaders' Point of View The Joint Committee Report on Extension Programs, Pol- icies, and Goals chaired by President John A.Hannah of Michigan State University made it clear that:1 1Joint Committee Report on Extension Prggram1Policies Close and harmonious Operating relationships between extension workers and local teachers of vocational agriculture and home economics are particularly essential. Vocational edu- cation in these fields under the Smith-Hughes Act was inaugurated 3 years after the estab- lishment of Smith-Lever extension work. WOrk- ers in both fields are public servants engaged in educational work many times both with the same individuals. And both services are main- tained by public tax monies. In 1959, seventy-five leaders from across the country supported by the insight of the Extension Committee on Or- ganization and Policy, and Federal Extension Service wrote what is known by extension professionals as the "ScOpe Re- port." Under the heading Of "Looking at ourselves in the light of these challenges" the following is quoted:2 Cooperating public agencies will always have an important role to perform in Extension work, and as the educational arm of the U.S.D.A. and Land Grant system Extension itself has specific responsibilities to these agencies. Other pub- lic agencies serve Extension's clientele in a variety of ways. Some offer sources of credit, some provide health services. Others provide individual technical services. Still others develOp and administer regulations affecting farming or agricultural marketing. Others offer grants and aids to stimulate improved farmpmethods. In relation to such groups Extension has four respons- ibilities: and Goals, U.S. Dept. of Agriculture, and Association of rzna Grant Colleges and Un versities (Washington: 0.8. Government Print ng Office, 19h8), p. 21. 28. E. Kearl and O. B. COpeland (eds.),A Guide to Ex- tension Pro rams for the Future... (Raleigh{_-TE¢ {cultural EEEensIon Service, NorEE CaroIIna State College, 19 9), p. “8. 1. To make sure its own peOple know the person- nel and understand the mission of other agen- cies, and also fully understand their own educational responsibilities in connection with the work of other agencies. 2. To Offer other agencies the Opportunities to become familiar with Extension personnel and pray”. e 3. To provide research information and other specialized help needed by other agencies. h. To gg§,freely for apprOpriate help and ad- vice and service from.other agencies in con- nection*with.extension projects. The report continued: Extension is one of the oldest public agencies in agriculture, and at first it‘was often alone in its field. But today Extension must recog- nize that its work is mutually su ortin and supported by the excellent work 05 Efiese other agencies. Other public agencies have not been mentioned individually in this report, but there is an awareness throughout the Extension Service that its work is made more fruitful and more satisfying by the excellent cOOperative relation- ship it enjoys with such encies as SCS, PCA, FHA,.ASC, REA, Forest Serv ce, state departments of agriculture, state conservation department, and teachi groggams in vocational gfigiculture, heal , e uca on, conserve on t .a A question may be raised whether the statement, spe- cifically or the "ScOpe Report" as a whole*would be consid- ered as a reliable document of particular value or importance to use as a reference or a guide to extension programs for the future. E. L. Ahlgren.of Wisconsin, and C. B. Ratchford *Underlining is added by the present writer for point- ing out significance relevant to this study. of North Carolina stated in the introduction Of the "Scope Report":3 This "ScOpe Report" re resents the best think- ing of 'leading Extens on' workers on how, where what and with whom the COOperatFt'e' Ex- tension S'erice VIII 5'5 working for many years to COM. These quoted statements should make it clear that a tremendously important segment of the work of COOperative Extension professionals is working relationships with others with whom they share a destiny. One year before this ScOpe Report was published, the Extension Committee on Organization and Policy wrote a pub- lication“ called, "The Cooperative Extension Service TOday. A Statement of Scope and Responsibility" fromnwhich the following was quoted:“ Extension can and should cOOperate with local people, other public encies, and lay organi- zations in efforts to Esprove gggiculture, promote non- arm emp oymen Oppor un es, strengthen community services and institutions, and in other ways encourage the optimum.devel- 0 nt and utilization of alI“locaI resources.* 3Ibid., p. 3. IThe Coo rative Extension Service Toda A Statement of Se e 353 fies onsISIIiE , Eifension COmmigfee on OFganI- zatIon ana POIIcy, ipublisher unlisted), 1957, p. 12. *Underlining is added by the present writer for point- ing out significance relevant to this study. y v . \ 1U . it e of be: U IAN -5- As related to the study Kelsey5 and Hearne indicated that since there have been many other acts passed after the Smith-Lever Act which bear close similarity to extension work and often duplicate or overlap with it, their functions would depend upon the personalities who head these programs. To ensure "good" relationships, Kelsey and [learns6 believed that the following were important: 1. Re-examinat ion- and interpretation of provisions of the laws involved. 2. Full understanding of objectives and unity of purpose at all levels. 3. Public interest should be the core of their work- ing relationships. They also encouraged frequent administrative meetings of concerned agencies for evaluation and correcting misun- derstanding. This is from the national and experts' point of view. For the state of Michigan, the COOperative Extension Service at Michigan State University stated:7 5L. D. Kelsey and C. C. Hearne, COO ative Extension Work. (Ithaca, New York: Comstock PESTIshing Associates, mvision of Cornell University Press, 1955), pp. 78-85. 61bid., p. su. 7Your Appointment , Policies of the COOperat ive Exten- sion Serv ce. Prepared by John Stone, Former Chairman, In- sEItute for Extension Personnel Development (East Lansing: COOp. Ext. Serv., M.S.U., 1959), p. 11. Extension agents in rural communities live and ‘work with.other public employees. It is impor- tant that harmonious worki relationshi s exist-~that ffiEy worE togeEEEP for ESE weIfare of agriculture and the peo 1e. Each has a job to do which, if done well n a s irit of cOOp- eration,‘will complement the wor of the others. A general understanding between.the COOperative Extension Service and the Department of VOca- tional Education stresses the ortance of coo eration between SmIEEFHughes eac rs and e ens on agents. To avoid du lication and to {romote unity of efforf. IE 53s SEen agreed Efiaf ffie same projects should not be carried both as an FFA or FHA and as a 46H.club project, although a boy or a girl may carry different projects at the same time in has and FFA or FHA. Both types of training have a place in teaching rural youth.* Now, it is safe to say that the national professionals of extension as well as state leaders place great importance onwworking relationships between county extension agents and teachers of vocational agriculture and see much promise in these'working relationships for future directions and the welfare of the people served. VOcational Agriculture Leaders' Point of View Leaders of vocational education in agriculture have no less enthusiasm in their views concerning working relation- ships between teachers of vocational agriculture and all re- lated agencies, especially county extension agents. Hamlin8 8H. M. Hamlin, fiicultural Education In Community schools (Danville no a: n era a e n ng ompany, I , pp. 115-115. *Underlining is added by the present writer for point- ing out significance relevant to this study. wrote I Only a part of the agricultural education of a community is done by the school. In a typical community there are in addition, extension‘work with adults, 4-H club*work, the program of soil conservation.district, a rural electrification pro am, and other efforts in agricultural edu- cat O . There are also agricultural organiza- tions and institutions whose activities should be correlated with those of the school. schoolmhas a unique advantage in correlating these activities because the school belongs to all the peOple, all useful agencies have the right to expect that the school will workwwith them, and all groups may meet at the school.* There have been many attempts to correlate the ‘work of agricultural education agencies at county, state, and national levels. iMost of them have not been successful. It is at the level of the communit that correlation can and mus? EEEe Iace. TEE same farmers may EE‘worE- Ifi§*wiffi several agricultural education agen- cies. They expect each of these agencies to make its ap rOpriate contribution to the solu- tion of their problems and to cOOperate with other agencies in helping them to solve prob- lems if one agency alone can not give all the help needed.* Concerning the desirability of harmonious working re- lationships of teachers of vocational agriculture and relat- ed agencies, he wrote:9 Any legitimate agency of adult education in agricu ture should be hel ed not hindered, p! the schooI's efforts. Thzre Is much more wor o 0 an a ogether can do. Teach- ers of adult farmers may well talk over in 91b1de. pp. 281-282. *Underlining is added by the present writer for point- ing out significance relevant to this study. advance with their county agricultural agents the courses they hOpe to teach and the pro- cedure they expect to use. COO eration and assistance can usually be secured and worEfigIn at crossjurposes can be avoid—er} Hamlin, in a recent book, continued with these perti- nent views regarding interorganizational relationships of agencies concerned with agricultural education in this country.10 The or anizational structure of agricultural educat on at the national level is complicated by separate organizations for vocational edu- cation in agriculture, conducted though the public schools, and extension education in agriculture, conducted outside them. Both work in the same states and comunities, often with the same peOple. The COOperative Exten- sion Service is located in the 0.8. Department of Agriculture. A National agreement suggest- ing procedures for voluntary cooperation be- tween the twO services and indicating dividing lines was adapted in 1928. This agreement is unknown in many parts of the country, and it is inOperative in many parts where it is known. There is some collaboration between the two services at Washington. Relationships in the states and communities have been worked out which are reasonably satisfactory, but the machinery to facilitate cOOperation between the two services does not result in enough cOOperation projects which would be mtually advantageous and useful to the public, which supports both services financially. Working relationships with county extension agents is ‘— 108. M. Hamlin, Public School Education in ‘9 iculture A Guide to Poli ’ and Pol c Mak - Danv lle, Ill no s: " ' n er. a. e . i ‘18 0.. .‘ , pp. 151-1520 *Underlining is added by the present writer for point- ing out significance relevant to this study. -10- an interdependent kind of relationship, yet because of its importance it has become a criterion in measuring teachers' professional growth through seeking information and assist- ance from qualified sources, bothwithin and outside the school commity.“ This emphasized the point that school teachers of vocational agriculture should be familiarl'2 with the work of the county extension staff, what they do in terms of teaching agriculture and related fields as well as the possible assistance and cOOperation in implementing educational programs of mtual concern. Along this line Deyoel-3 wrote under a subheading of "DevelOping effective relationships with agencies available to farmers": The teacher of vocational agriculture in work- ing with various members of farm families represented in high school boys, young farmers and adult farmers classes need sic] to recognize that other agencies are render ng educational services to farmers. Not only can teachers proceed more intelligently if they are aware of the contributions which each agency may make, but frequently efforts may be coordin- ated and thereby even greater service rendered to the individual farm or farm family. Periodicals and magazines Of extension, agricultural l’I’V. R. Cardozier, In-service Education of Teachers of Vocational iculture Criferia for EvaIuatIfi SEaEe-Wi'de So , U.S. fipartment of Heats, EaucaEIon ah'd WeIfare as ton, D.C.: U.S. Government Printing Office, 1959), p. 51, tems 27 and 28. 12Haulnonds, Teachi iculture (New York: McGraw Hill Publishing 00., I955), OSapIer In, pp. 304-315. 13J. Deyoe, Farm Pro ams in Vocational iculture Ogsnville, IllinOIs: InfiersEaEe PFIn’EIng Co., “35;, pp. 589- 90. 0 Q - 11 - education, adult education, and sociology are full of a number of articles by experts who realize the need and value of working relationships of those who are engaged in educational programs for rural deveIOpment. In recent years the pressures of industrialization, the need for fewer farms and farm Operators, the increase of part- time farming and the rapid turn to urbanization have contributed to an unattractive public image of agricul- ture and to disinclination by many to be concerned with its development. Consequently, the enthusiasm in work- ing relationships between related educational agencies in the field may have softened. TO those peOple who argue or question the need for education in agriculture and the need for more intensive working relationships than ever before between the agencies involved, a report on the President's Panel on Vocational Education may help correct their misconception.1h Dr. Floyd Johnson, a member of this panel, wrote:15 1“Education for the Chan i World of Work: Challepge to a Free Societ , Report of the Panel of Consultants on VOcafionaIEducation, U.S. Department of Health, Education and Welfare (washington: U.S. Government Printing Office, 1962). 15F. Johnson, "The President's Panel Looks at VOcation- a1 Agriculture " ricultural Education Magazine Vol. 7 February 1963,’pp.éI32:I53. ' ’ - 12 - Even though the manpower requirements in farm- ing are decreasing, a special study made for the panel (Manpower in Farming and Related Occupations) states : 15 It is clear that the nation will need more, not fewer, highly trained efficient farmers in the future. The growth of efficient family farms is very pronounced. The increased complexity of farming Operations associated with improve- ments in technology and the increased investment er farm accompanied by greater specialization in production can be expected to continue. These developments emphasize the premium which will be placed upon managerial ability during the next decade. Knowledge and flexibility ‘will become even more important than they have been in the past. This means that farmers must have access to adequate education and training experiences. Intensity of education- al experiences in the field is more required now than ever before. Consequently, it seems very logical to conclude that if working relationships between county extension agents are seen very desirable by the leaders concerned, then it is safe to say that the increasing pressures and demands may increase the need for these working relationships for effec- tive educational programs in agriculture. Recently the area of extension and agricultural education has been included in lists of needed high priority research.17 160. E. Bishop and G. S. Tolley, Man ower in Farmin and Related Occu ations, A Study prepared for ffie paneI of son- suIEanEs on VocaEIonal Education, Dept. of Agricultural Eco- nomics, North Carolina State College, Raleigh, North Caroli- na, 1962. Quoting, Ibid. 17D. Nielson, High Priority Research Needed in Agpicul- Tb 7| \ 55... Wu A...» \s. N... ...: I x. , 6* safe. I. - 13 - On the basis of this rationale this study has been approached. Importance of the Study To understand the need for the study, it is important to know, in addition to the above rationale, the circum- stances of Michigan agriculture and the educational Oppor- tunities that might require a need for close working rela- tionships between county extension agents and teachers of vocational agriculture. The State of Michigan has had phenomenal changes. Those related to the study are summarized as follows:18 1. Agriculture is developing from a self-sufficient industry to the second largest industry in the state. 2. Few farmers and fewer acres are producing a vari- ety of agricultural products for the peOple of Michigan, the nation and the world. 3. Part-time farming is increasing where farmers are taking advantage of two income Opportunities, one tural Education, Highlights of a speech delivered on August , a 16th Annual Research Conference on Agricul- tural Education at.Nmes, Iowa. Report on the conference published by Iowa State University, Ames, Iowa, p. 7. 18 1962 State Pro am Plan Communit Resource Develo - ment and PEBIIc Iffa Igs I96I KfinuaI Report (E. Lansing: Mich. CO- OperaEIve Extension Se mice,.Michigan State University), p. 9. - 14 - from agriculture and the other from industry. k. Industry, improved transportation, expansion of recreation and urbanization, are increasing the DPQOOWQB on natural resources. The increasing complexities and demands, particularly in the unprepared and unequipped rural areas, are challeng- ing the organizations and educational agencies to make peOple understand the social and economic adjustments within agriculture and between it and other segments of society. Extension agents and teachers of vocational agriculture have been aware of the challenge. Many of both professional groups redoubled their efforts and worked individually to meet the challenge. Others coordinated and cooperated in their efforts to meet it. Some changed, neither their pattern of work nor their subject matter. Yet there are many worthy examples of working relationships between the two educational groups which the writer has observed per- sonally. In several counties both professional groups work harmoniously through county professional agricultural coun- cils. In other counties they communicate with each other _ individually for consultation, planning and implementation of their programs. PeOple in those counties appear to be stimulated by this movement of liberal cooperation of both groups. A survey was conducted last summer (1962) in Huron County to investigate how the peOple felt about cOOperation between county agents and teachers of vocational agriculture - 15 - in conducting training classes in farm.machinery. Over 90% of the farmer members of the classes indicated that this type of undertaking proved very successful. The result of this survey was encouragement to the county's teachers of vocational agriculture and county extension agents to con- tinue cOOperative endeavors in the future.19 The intensity of working relationships, the kind of activities carried out and the desirability of carrying out these activities for effective educational programs in agri- culture seem to vary from person to person and from county to county across the state. Factors involved and the degree to which they hamper or promote effective educational programs in agriculture appear not to be well recognized or perceived. These cOOperative activities and the factors included in them.have rarely been studied in other states. The state of IMichigan is one of the states where these activities and factors have never been studied on a state-wide basis or at local levels. The study was launched with the aim that clear know- ledge of present working relationships between the two pro- fessional groups as well as identification of the desirable working relationship activities--as they view it--should contribute to the develOpment of effective educational pro- ng. Fuller, "Mdchigan Teachers Work With County Agents on Adult Farmer Courses," giculture Education Magazine, VOl. 35, December 1962, No. , pp. - . T) I} -16.. grams for local communities. Identifying factors involved should be of great value for wise planning of programs to meet the increasing challenges to education in agriculture. In addition, the information gained from the study should be of interest to leaders of the COOperative Exten- sion Service and vocational agriculture who have as their responsibility the preparation Of pre-service training as well as in-service cOOperative training projects for coun- ty extension agents and teachers of vocational agriculture. Basic Assumptions The present study was founded on the following as- sumptions: 1. Education in agriculture must involve several agencies. . 2. Improving communications between agencies involved in educational programs in agriculture increases their effectiveness. 3. Awareness of the need for effective working rela- tionships varies among county extension agents and among teachers of vocational agriculture as well as between the two professional groups. ' u. Close working relationships between county exten- sion agents and teachers of vocational agriculture contribute to effective educational programs in agriculture. -]_7- Objectives of the Study This study was prepared and conducted to accomplish the following Objectives: 1. To discern among county extension agents and teachers of vocational agriculture: Certain activities which are carried out in their working relationships. Certain factors which are involved in their working relationships. To determine differences in Opinions held by county extension agents and teachers of vocation- a1 b. To agriculture regarding: The desirability of carrying out certain ac- tivities in their working relationships for effective educational programs in agriculture. The effect of certain factors involved in their working relationships on educational programs in agriculture. determine among county extension agents and among teachers of vocational agriculture the re- 1ationship between selected background character- istics such as age, college degrees achieved, and length of experience, and their Opinions regard- ing: The desirability of carrying out cOOperative- ly certain activities for implementing effec- b. - 13 - tive educational programs in agriculture. The effect of certain intraorganizational factors on educational programs in agricul- ture. Null Hypotheses: 1. There are no differences in Opinions held by coun- ty extension agents and teachers of vocational agriculture regarding: b. The desirability of carrying out certain ac- tivities in their working relationships for effective educational programs in agriculture. The effect of certain factors involved in their working relationships on educational programs in agriculture. There is no relationship between selected back- ground characteristics such as age, college de- grees achieved and length of experience, and Opinions held by county extension agents and by teachers of vocational agriculture regarding: b. The desirability of carrying out cOOperative- ly certain activities for implementing effec- tive educational programs in agriculture. The effect of certain intraorganizational factors on educational programs in agricul- ture e - 19 - Alternative hypotheses: 1. There are differences in Opinions held by county extension agents and teachers of vocational agri- culture regarding: a. The desirability of carrying out certain ac- tivities in their working relationships for effective educational programs in agriculture. b. The effect of certain factors involved in their working relationships on educational programs in agriculture. There is a relationship between selected back- ground characteristics such as age, college de- grees achieved and length of experience and opinions held by county extension agents and by teachers of vocational agriculture regarding: a. The desirability of carrying out cooperative- ly certain activities for implementing effec- tive educational programs in agriculture. b. The effect of certain intraorganizational factors on educational programs in agricul- ture. Limitation and ScOpe The study encompases only working relationships be- tween extension agents and teachers of vocational agricul- ture in the counties where both professional groups are employed. These working relationships include just - 20 - those concerned with educational programs in agriculture. Activities of working relationships in the instrument are those'which‘were believed the most important as was drawn from the review of literature and personal interviews with reliable consultants. These activities are compound activities which contain simpler ones. Also they are not mutually exclusive. County extension agents selected to participate in the study are county extension directors, county extension agents for agriculture and county extension agents for h-H club‘work. Other county extension agents at the county level are excluded either because of the difference in the nature of their subject matter and clientele and/Or because of undefined functions of some of the recently develOped positions. Agents excluded from.the population of the study are: 1. County extension agents for community services (2 in the state, at the time of conducting the study, were in-service). 2. County extension agents for consumer marketing information (6 in the state, at the time of con- ducting the study were in-service). 3. County extension agents for home making (59 in the state, at the time of conducting the study were insservice). - 21 - Concerning the factors involved in working relation- ships, it was taken into consideration that some other fac- tors might be involved too. From consultants and from.the literature and in line with theories of interaction and com- munication, the factors listed in the instrument were be- lieved the most important. Information collected from respondents was assumed to represent truthful Opinions of what they do or should do as part of their professional work and the study is limit- ed to their perceptual frame of reference. WOrking relationships between the two professional groups are assumed to be relationships between groups who are essentially coordinate with but slight status difference: Definition of Terms The following definitions of terms are assumed to be relevant for the purposes of this study: Activities of WOrking Relationship: Actions performed by county extension agents and teachers of vocational agriculture. These actions are regulated and moti- vated by the anticipation of effectiveness of their educational programs.20 Progpam: Sum total of all educational activities and 20Modified from: C. P. Loomis, Social Systems Essa s on.Their Persistence and Cha e, (Princeton, New Jersey; Toronto;:LOhdon; ew or : . an Nostrand Company, Inc., 1960), p. l. -22- events. The courses of action carried out by a county agent or by a teacher of vocational agriculture.” Proggam Manggement: Refers to a related series of decisions in planning and implementing programs in such a way as to achieve the greatest possible output for an Optimum input.22 Plannipg: The processes of studying the past and the present in order to forecast the future, and in light of the forecast to determine goals to be achieved, alternative courses of action and the apprOpriate one.23 Investigatipg: Collecting, assembling and evaluating facts with insight into the way they fit together to develOp educational programs in agriculture. Mp: Lack of something necessary or desirable on which educators in agriculture base Objectives of their educational programs in agriculture)“ ZlModified from a definition constructed by F. H. Axinn and S. Thorat in a mimeographed material by the titlezThe Strate and Tactics of Extension Pro am Mans ement ( on- ense and abridgef tentative version ast ansing, Mich.: COOperative Extension Service, Michigan State University, February 1961), p. 2. (Mimographgd) 22Modified from a definition constructed by Axinn and Thorat. In Ibid. 23lbdified from a definition constructed by Axinn and Thorat. In Ibid. ' ”Modified from Funk 8: Wa alls Dictionar (New York: Funk & Wagnalls Co., , p. . -23- Objectives: Long-range goals. Local Potential: Human and natural resources in the community*which have the possibility of development. Community: Moe's25 definition was found pertinent for the study. "A group of peOple who have a sense of common identification through their develOpment and/Or joint use of some institutions and physical environ- ment." Fer this study the community is the peOple of the county. Launchipg_Educational Programs: To start them or set in Operation.26 535123: A process of doing which lasts through some time, involves more than one step and usually implies a single accomplishment, complete in itself.27 Effective: Adapted to produce proper results for a destined purpose.28 Supportive Roles:‘ To act with, to uphold by aid or countenance.29 std. Moe, "Nature of Today's Community" (East Lansi , Michigan: Department of Sociology and AnthrOpology, Michigan State University, 1961), p. h (Mimeographed) 26Modified from Webster's New Colle e Diction , 2nd edition (Springfield 2, Mass.: C. C. FCrrIam 5 C5., 1953), p. #76. 27Ibid., p. 9. 28Funk &‘Wagnalls Dictionary, pp.‘g££., p. 791. it 2 9Mified from Webster, 22 ., p. 853. e C -214- Share Responsibility: Take a part of it by active participation. Advisorz Councils or Committees: Groups of citizens who voluntarily offer information and aid to county extension agents or teachers of vocational agriculture. Creditépg: Giving recognition. Teachers of Vocational Agriculture: Persons employed by public school systems to conduct educational pro- grams in agriculture for all day students, young farmers and adult farmers under the specifications and objectives of vocational education acts. County Extension Agpppp: Persons employed cOOpera- tively by local governments and the COOperative Ex- tension Service in the state. Their responsibility is to develOp and apply educational programs in a particular subject-matter area",0 for the peOple of the county. For this study the term refers to county ex- tension directors, county extension agents for agri- culture, and county extension agents for 6-H club work. Implementation: Execution of what is planned or put- ting it into practice. Personality: Behavioral tendencies of the individual ‘which are consistent for him.no matter what the situ- 30N. P. Ralston, "To the staff from the director's desk," Communicator, VOl. 1, NO. 22 (East Lansin , Michigan: COOperatiVe EXEénEion Service, Michigan State Un versity, December 5, 1962), p. 2. - 25 - ation is.31 Social Characteristics: Those traits which put an individual in a special social communication level such as age, friendship, initiative, and knowledge. Interorganizational Relationships: FOrmal or infor- mal reciprocal dealings between COOperative Extension and vocational agriculture institutions. Intraorganizational Respirements: Regulations and responsibilities built in and prescribed within the COOperative Extension Service or within the school system.in connection with vocational agricultural programs. Perceive: Apprehend with the mind the knowledge attained through the senses.32 31Modified from Webster, 0 . cit., p. 628, and A. P. Hare, Handbook of Small Group esearch (Illinois: The Free Press of CIencoe, I962), p. 9. ”Modified from Webster, gp. cit., p. 623. CHAPTER 11 REVIEW or um An Historical Perspective Education in agriculture in rural areas in Michigan, ' like that in the rest of the U.S.A., has been a major re- sponsibility of both the Cooperative Extension Service and the public schools, authorized by Federal laws: Smith- Lever of 19lh and Smith-Hughes of 1917, respectively. Provisions of the Smith-Lever Act as they relate to the study are to aid in diffusing useful and practical in- formation on subjects relating to agriculture to persons not attending or resident in land grant colleges, through demon- stration, publications, and otherwise.1 The terms used in this act are broad enough to allow wide interpretations as will be presented a little later. Provisions of the Smith- Hughes Act2 also permit similar interpretations as it appears from its title: An Act to rovide for the romotion of vocation- al educaiion; io providE for cooperation with Ehe 1Laws relati to Vbcationsl Education and icultural Extension WorE, Uompiiea 5y Giiman G. UaeifiWasEington, D.C.: .U.S. Government Printing Office, 1962), p. 1. 2Administration of vocational Education Rules and Re - ulations Bulletin No. 1, General Series no. 1, Resised ited States Department of Health, Education and welfare, Office of Education (Washington 25, D. C. U. S. Government Printing Office, 1958), p. 23. - 25 - - 27 - states in the promotion of such education in agriculture and the trades and industries; to provide for cooperation with the states in the preparation of teachers of vocational subjects; and to apprOpriate money and regulate its ex- penditure. Even though vocational education was not defined at the time when the act was passed, yet regarding the use of 3 Federal money, the Smithpnughes Act was more specific in its provisions than the Smith-Lever Act. As a part of Smith-Hughes Act, vocational education in agriculture has a general controlling purpose: "To fit for useful employment."“ The instruction made available under the provisions of this act, as was indicated in section 10: ...shall be of less than college grade and be designed to meet the needs of persons over 1n years of age who have entered upon, or are pre- paring to enter upon, the work of the farm or farm.home. and the educational experiences in agriculture are to be: ...either on a farm.provided for by the school, or other farm, for at least six months per year. 3L. S. Hawkins, C. A. Prosser and J. C. wright, Devel- o nt of vocational Education (Chicago: American Technical Society, 1931), p. $22. 1; Administration of vocational Education, Rules and Reg- ulations, 22. cit., p. . - 23 - Looking at the two acts, it is evident that they overlap in their legal provisions. Lemons5 reported that the purposes of the two acts are very similar. The purpose of the Smith-Lever Act is to diffuse useful and practical agricultural infonmation, while the purpose of the Smith-Hughes Act is to promote vocational educa- tion in agriculture. major points in his analysis are: 1. 6 Hence both acts provide for agencies whose functions are to disseminate agricultural information. These agencies usually Oper- ate in the same community. These agencies are not only dealing with the same subject matter, in the same com- munity, but they are also dealing largely with the same peOple. The Smith-Hughes provisions are for educa- tion of less than college grade, and de- signed to meet the need of persons over 1h years of age, while the Smith-Lever pro- visions do not limit the grade of instruc- tion or age of those to be instructed. As a result of the lack of definite speci- fications, adult farmer education has been developed under the Smith-Hughes program to the extent that in many states, it is an expected part of each vocational agri- culture teacher's program of work. As provided for under the Smith-Hughes Act, the instruction is to be systematic, while 5 J. R. Lemons, A Study of the‘Work the icultural Extension Service and the Vocational cuiiaée FFogram in EasE T As related to this study, Lemons' in Relationshi s of W , , . ennessee (Unpublished Master's Thesis, University of Tennessee, Knoxville, Tennessee, 1958), p. 20. 61bid., pp. 17-23. -29- under the Smith-Lever Act, the instruction is to be in the nature of practical demon- stration or 'otherwise.’ The teacher of vocational agriculture may need to use practical demonstration to amplify his or- ganized classroom instruction, while the agricultural extension worker under the term.'otherwise' could very well include systematic instruction. 6. SmitheH hes Act provides that agricultural instruct on be given through the public school system and that 'such schools shall provide for directed or supervised practice in agriculture.‘ This has led to project work, or productive enterprise carried out on the home farm. This necessitates visits, supervision, instruction, and often practi- cal demonstration at the home farm by the teacher of vocational agriculture if the projects are to be effectively and effic- iently carried out. The Smith-Lever work- ers, in the organization of their agricul- tural 4-H clubs, have projects which are very similar to the vocational agriculture program. They, too, call for an on-the- farm.supervision. Hence conflicts and over- lappings may easily occur in project work. Hammonds7 wrote that teaching agriculture in the Amer- ican High School started with its birth in 1821 and gradu- ally grew until 1900 when a decided movement developed for teaching agriculture. He stated that home projects have been used in teaching agriculture since 1908. At that time legislation was before Congress which would authorise Federal funds for agricultural education. But difficulties delayed passing the legislation. 7C. Hamonds, Teachi iculture (New York: McGraw Hill, 1950), Chapter , pp. . - 30 - So in l9lh, a part of the provisions of this le islation was split off and passed as the Sm th-Lever Act which provided funds for Agri- cultural Extens on. In 1917 the remaining pro- visions were included in the Smith-Hughes Act for the teaching of vocational agriculture in public schools below college level. Both laws provide for the matchi of Federal funds by the states and local un ts. Students of agri- cultural education should know that Senator Smith was senior author of both acts. Both acts were supported by about the same people, passed by the sessions of Congress having about the same personnel, and signed by the same President. The two acts were intended to supplement each other.8 Hammonds also emphasized that to avoid duplication of efforts and to promote good relationships between.workers in both.fields of work, clarity on certain differences in the two programs as well as on the differences in adminis- tration should be always recognized. Because of the over- lap in legal provisions and some of the non-specificity in the acts some misunderstanding between workers in both fields may be expected. ‘ Lemons9 stated that just one year after the Smith- Hughes Act was passed, representatives of both agencies got ' together and formed an agreement in an attempt to determine the relationships that should exist between the two agencies. Stimson and Lathrop10 reported and discussed the 81bid., p..307. 9Lemons,‘22.‘g_i__t_., p. 69. 1°R.‘w; Stimson and F. W. Lathrop, History of ég§icul- tural Education of Less than College Grade n t Uh ted - 31 - relationship between the activities carried on by those en- gaged in vocational education in agriculture and those en- gaged in agricultural extension.work since 1918. They indi- cated that a joint committee on relationships consisting largely of state directors of vocational education and state directors of agricultural extension helped to clarify voca- tional agriculture and extension activities during most of the period. Through the years representatives of the Wash- ington office of both agencies have met fre- quently. Usually also, state directors of vocational education and of agricultural exten- sion have met annually in the endeavor to de- velop a more complete understanding between the twi groups and to make plans for their cOOper- at on. As a result of the efforts made by vocational agriculture and agricultural extension agencies to reach a common understanding in regard to their respective activities the following mem- oranda have been issued from time to time: A.memorandum, dated February 21, 1918 (Misc. 36); Report of Joint Committees on Relation- ships Between Extension and vocational Educa- tion Forces in the Various States, dated Mey 9-10, 1921 (Misc. 522); Memoranda of Under- standing Relative to Smith-Hughes and Smith- Lever Relationships in Agriculture, dated December 20, 1928; Memranda of Meeting of Joint Committee on Relationships, Representing the Committee on Agricultural Extension Organ- ization and policy and the Association of State Directors of Vocational Education dated April 21, 1931; and a Special Memorandum to Directors States, VOcational Division Bulletin No. 217, Agricultural Siries‘No. 55, Reprint, l95k, United States Department of Health, Education and Welfare, Office of Education (Washing- ton, D.C.: U.S. Govt. Press, 195“), pp. 618-620. shi 3?? ef f rel 3 I era voc . ... n mwxm.\.m\nohm -32.. of Extension Work Regarding Cooperation of Vocational Teachers with Extension in Agri- cultural Adjustment Administration Product ion Control Work, dated January 5, 19313. On September 29, 1938, the Joint Comittee on Relation- ships BeWeen Extension and Vocational Education Forces approved that the 1928 Memorandum of understanding remain effective until a report on their meeting was completed and released for guidance of workers in both fields."1 Lemons reported in his study that Rogers12 conducted a survey of memoranda of understanding issued between (3001)- erative Extension in agriculture and State Departments of vocational education, Division of vocational agriculture to study the nature of these memoranda. He contacted directors of Extension Service in each state by mail to obtain copies of the memoranda if there was any available. He was able to obtain seventeen memoranda. In reviewing them, the following was reported: 1. Fourteen out of seventeen states were in cement that separate projects be car- r ed out by members belonging to both pro- grams. Two states stated that the decision should be left up to the boy and his par- ents. 111b1d., p. 619. 1'2A. N. Rogers, The Extent and Nature of Memgrandums of Understandi s Between State Departments of Education and t - tate .,_ c ura ooerativeTxtensfon Service Re- ar n' e ‘11 cu tura an-- ‘ou c v es. ' wo- g‘rap e um y o I-pu- s -. em nar epor . Quoting, Lemons, 92. 533., p. 114. -33- 2. In regard to activities conducted jointly by the k-H.c1ub and FFA, twelve states felt that exhibits, fairs, and shows participated in by boys and girls enrolled in vocational agriculture and h-H club work would be sep- arate. Two states felt that exhibits, fairs, and shows should be held jointly. 3. Concerning the Question of whether or not to belong to both the h-H.club and the FFA, six states felt that eligible youths could be members of both a h-H club and FFA chapter or of either group. Five states felt that every effort possible to prevent duplica- tion of membership should be exercised. All these memoranda were designed to clarify the dif- ferences, overlap, and the non-specificity of legal pro- visions of the acts and to encourage harmonious working relationships for the welfare of the peOple. Hamlin13 wrote: Because we have no coordination of national legislation affecting education, we have a dual system of nationally aided agricultural education, one part of it conducted through the public schools and one part conducted out- side them.through the extension services of the land-grant universities. But regardless of the overlap in legal provisions, the non-specificity in the acts and some of the resulting Idsunderstandings, there were evidences of effective work- ing relationships between workers of both fields all along. 13H. M; Hamlin, Public school Education in égriculture, A Guide to Folio 0 cy anv e no s: nterstate Pr nt ng ompany, 1 2), pp. 27-28. -314- Stimson and Lathrop,1h through their study of the history of agricultural education in the united States, re- ported several examples of relationships between vocational agriculture and agricultural extension. Their study indicat- ed that, in many communities, relationships of teachers and county agents have become close and effective. They met periodically and worked together in county planning, exhibits, fairs, and livestock shows. In many instances, county agents participated in part-time and evening schools and teachers participated in meetings called by county agents. The teamwork trend between the two professional groups has been primarily qualitative rather than quantitative.15 Teachers have engaged in activities for which they were fitted and which strengthened their programs. The activi- ties with which agents cooperated were similar. Of the many examples of cooperation reported by Stim- son and Lathrop, the following are briefed: In 1932-33, in Salt River, Gila, and Yuma Valleys in Arizona,16 teachers of vocational agriculture assisted the Agricultural Extension Service with the cotton acreage con- trol program. luStimson and LathrOp, 22. 235., pp. 619-620. 151bid., p. 620. 16Ibid., p. 25. ‘ s c 1..& K ...Le ...u o “I. MIME “ML “an...” Du -35- In Arkansas17 in l93h, teachers participated in farm meetings for discussing farm enterprises. In California,18 teachers assisted in organizing and supervising h-H club work and were paid by extension funds prior to 1925-26. In the state of Kentucky,19 representatives of the State agricultural extension service have cooperated in supplying extension specialists to help teachers of voca- tional agriculture with their evening and all-day classes. They also helped in supplying teachers with free subject- matter bulletins and circulars. WOrking relationships between vocational agriculture and #-H.club work in.Kentucky was set forth in a series of ten articles. The closing paragraph of those articles is as follows:20 Cooperation and mutual hel should be the watch- 'word in all vocational agriculture and home eco- nomics and u-H club relationships. This means that representatives of each branch of work will 17Ibid., p. 31. 181bid., p. uz. lgIbid., p. 158. 2oCarsie, Hammonds and L. J. Horlacher, Histogz of Aggi- cultural Education in Kentuck. 1892-l9h0. om. ne a e Educaiion DEpartmenE and Coiiege of Zgiiculture Story. An unpublished manuscript, #8 pages, prepared by authority of R. H. Woods, Director of vocational Education and President Fraggsl. Movey, University of Kentucky. Quoting, Ibid., p. . -36- go beyond the letter of the law to be helpful and cooperative. Both these lines of work are intended for the benefit of all the farm boys and girls. The representatives of each group --vocational teachers and county extension agents--should lose no Opportunity to promote in all practical ways, the work of the other. With this spirit animating both forces, good feeling will prevail and‘will result in the maximum accomplished in both lines of work. In 1937, the Lousians21 Farm Council was established. Membership of the Council consisted of various agricultural agencies, including the CoOperative Extension Service and personnel from the vocational teaching force. In 1916-1917: An arrangement'was made between the local school boards and the extension division of the Maryland State College of Agriculture whereby they jointly paid the salaries of agricultural teachers who assisted in devel- oping h-H club‘work.22 ' Teamwork between Extension Service and vocational agriculture started iniMassachusetts23 in September, 1926. Supportive roles have taken place under no formal memoran- dum of agreement. As new problems have been.met, cospera- tive agreements have been adapted. On county levels, county 2l'Stimson and Lathrop,‘gp.‘gi§., p. 16h. 22H. F. Cotterman, Paul R. Poffenberger, and Arthur M; Ahalt, A combined manuscript, 22 pages, prepared by author- ity of President H. C. Byrd University of Maryland, and Albert 8. Cook, State Superintendent of Schools. Quoting Ibid., p. 17“. 23Stimson and Lathrop, 22. cit., p. 206. ter tea at. - 37 - extension agents and teachers of vocational agriculture worked very closely to overcome problems aroused during the depression years. In Michiganzu programs of education in agriculture were strengthened by harmonious working relationships be- tween the agricultural extension service of Michigan State College and the vocational agriculture force. "Conferences, consultation, and both formal and informal meetings have served to bring these desirable working relationships into effect." In Montana,25 there has been good teamwork between agricultural education and agricultural extension. The ex- tension specialists have assisted the vocational agriculture teachers, and the teachers have helped the extension service at meetings, carrying on demonstrations and with the entire program. 26 In New Jersey, cooperation between county agents and teachers of vocational agriculture has always been "excel lent . " 27 In New YOrk, Stimson and LathrOp reported: When the Smith-Lever Act was passed by Congress 2“Ibid., p. 230. 251bid., p. 273. 261bid., p. 309. 27Ibid., p. 3&3. -38- in l9lh and the extension service was estab- lished at New YOrk State College of Agriculture, considerable experience had already been gained in the teaching of agriculture in the elementary, secondary, and special schools of agriculture in the state. It soon became apparent to those responsible for the extension service at the college of agriculture and those responsible for the administration of instruction in agri- culture in the public schools that every effort should be made to clarify the function and pur- pose of the two types of instructional service in order to avoid duplication of effort and also to avoid confusion in the minds of the general public. To facilitate such an understanding, a memorandum of agreement between the State College of Agriculture and the State Department of Edu- cation was prepared and officially signed in June 1923 and a revised memorandum in July 1926. These memoranda were in general conformity to the recommendations prepared by committees from the Land-Grant College Association, the officials of the Extension Service, United States Depart- ment of Agriculture, the American Vocational Association, and the united States Office of Education. For nearly 20 years careful plan- ning has been undertaken to carry forward both the spirit and the letter of the suggestions of the national agencies and committees and the agreements of the State memoranda. Whenever cases of misunderstanding have arisen in communities or in counties every effort has been made on the part of officials at the col- lege of iculture and the state department of educat on to make the necessary adjustment in order to achieve the primary purpose of mak- ing available to our farm youth the richest possible educational program. In Ohio 28 counties and local community county agri- cultural agents and teachers of vocational agriculture have worked together in a common program*with a common purpose. 281bid., pp. 368-369. -39- Each cooperates in the‘work of the other the identity of each agency being preserved in practically all instances. One of the major purposes of 4-H club work which is a part of the agricultural extension program, is to encourage local volunteer ' leadership. It has been the policy, there- fore, for vocational agriculture to assist in securing and developing such volunteer lead- ership rather than to take the leadership of 8-H clubs personally. ‘Many vocational agri- culture students in Ohio have acted as u-u club leaders. Probably the beat arrangement to secure coop- eration between the vocational agricultural division and the agricultural extension ser- vice is to have the county 8 icultural ex- tension agents and the vocat onal agriculture teachers of the county meet in joint sessions annually and prepare a detailed written pro- gram.of work which would prevent overlapping and misdirected effort. For many years in the state of Utah29 teachers and agents have met once or twice a year in their counties and outlined cooperative programs in community service. In the majority of districts the agricultural teacher is a member of the county planning board of which the county agricultural agent is secretary. Ordinarily the agricultural teacher is chairman of a sub-committee having to do with livestock feeding, marketing, farmstead improvements, and the like. Theories and Studies Related to Activities of Working Relationships I From the historical look and the objectives of the 291bid., p. 982. It] - no - COOperative Extension Service and vocational agriculture as well as the developments that happened it would seem that these agencies have much in common. In both services memoranda and agreements may be executed by state leaders. The implementation of close working relationships, how- ever, often rests upon the decision of each agent or teacher on the basis of his own initiative when he sees it desirable for the effectiveness of his program. If this is true, then the frame in which they maintain work- ing relationships should be known and considered. Elbing's30 model for viewing decision making in interaction situations from an historical perspective is considered appropriate in interaction situations between the two groups. The model helps to illustrate the important vari- ables which shape the interaction between "our" two professional groups. Elbing enunciated some criteria for constructing the model. They are briefed as follows : 31 1. It should convey the present situation to the 30A. O. Elbing, Jr., "A Model for Viewing Decision Mak- ing in Interaction Situations from an Historical Perspec- tive," Business Review (Seattle,‘Washington; College of Busgness Administration, University of Washington, 1961), p. 8. 31 Ibid 0 ’ pp a “0-41 0 - a1 - historical vantage and insight of the present analyst. 2. It also conveys the separate vantage points of the two groups in the interaction situation. 3. The model includes factors which are not seen by both interacting groups but play a part in the situation such as some of the unknown en- vironmental factors . As shown in Figure 1, the model represents two inter- acting groups x and Y overlapping somewhat in the area of the problem.shown as the square ABCD. The two interacting groups supposedly differ in their frame of reference and they partially overlap in a part of the problem area. Hy- pothetically the two groups differ in their perception of alternatives of what is "socially acceptable" because of human limitations. Groups involved are not able to per- ceive the same in the time of interaction because of "his- torical, vocational and psychological vantage." Area 2 represents "all social, political, and economical condi- tions" existing at the time of analyzing the interaction situation. RGx and RGy in the model represent "reference groups" to which individuals of the two groups refer. These "reference groups" along with the norms of the individuals shape their own decision. The author of the model indicated that its value is "that of an analytical tool to assist in focusing on sig- ..II u.."\hp~\(\\~0§.~van -11 1 - .r....-‘ P ...- h C2 H 1‘ (..N‘ ZFV N. .AW. N N vDNArh "(v2 N5..th H> V~AVI¢N ‘N “LAND: < ~ na,-a-uWHKN .N: .a .aema scam .m .02 .xx .ao> .3ow>om mmomwmnm douwmwsooz mo huwmho>wmb on» Scum mowmowanom ems w house you mmsoww codenamed mod N nuumm mom munchw codenamed Rom unuacoww>no on» ma oanmumoooo no: use mouse 0:0 no oo>wooonm mobwuonhoua< Hm .Hx umoacouwbno as» aw oaooumooom one mowuwom :uoo no oobwoouom mo>muomhoua< New unmadohwsas may ma manmumooom no: use M one x soon no oo>woouom mo>wummhoua< ex saw» ass» as odom>w00hom no: oo>wumshoua< us amo560hw>so wdwumwxo ecu mu oaooumoooo one N no uo>woOHom oo>wusmnoua< an nowuo anuwo 0:» 6w mowuwmm on» no ooowoowoo unmadomwbmo wmwuowxo any mu odomumooom no: ou>wuo¢houao odomumoooo haamwoom as one x no oo>u00hom moowummhoua< ax . . Ha .. x 9‘ 1a.? a o N o so: nor 0 O maoaoé $582835 0 O F sm>Hhummmmmm A MOM AmQQZ < A warm - 42 - -113- nificant factors in an interaction situation." It also "differentiates individual frames of reference from.any absolute conception of the problem." As related to Elbing's theory, working relationships between county extension agents and teachers of vocational agriculture would be illustrated as follows: x and Y would be the two professional groups ABCD would be "the problem" which is maintain- ing effective educational programs in agricul- ture RGx and R ‘would be the two organizations of the two professional groups 2 is the social, political, and economical conditions in the county Alternatives perceived and non-perceived by both groups are the same as shown in the model. Thus, the model can be a help, focusing the attention on variables of the situation under consideration, which might affect decisions of the two groups in carrying out certain cooperative activities. However, as soon as we profile the frames of refer- ence as structuring and limiting the relative importance of teachers and agents working together for increasing the effectiveness of their educational programs in agriculture, factors of "historical relativity enter into the concept."32 32Elbing, gp.'gi£., p. #9. - as - It should be known that the frame of reference to their working relationships at this time of increasing challenges is circumscribed by this period with no further extension beyond it. Yet this frame of reference continues to be a base of further historical analysis in the future of their working relationships. Therefore, in studying working relationships of coun- ty extension agents and teachers of vocational agriculture, the history of these working relationships has to be re- viewed and considered as well as theories of functional fac- tors affecting their environmental relationships. Historical perspective has been presented, but before we continue with theories of functional factors just men- tioned we ought to discuss the content of these working re- lationships. Not very many related studies have been conducted concerning the content of working relationship activities between county extension agents and teachers of vocational agriculture. Horn33 found in his study in 1939 that 100% of the county extension agents and the teachers of vocational agri- 3312.1. Horn, "A Study of the Activitiesand andInter- relationships between the Departments of Vocational Agri- culture and the Agricultural Extension Agents in Ohio, " Non-Thesis Study, 1939, Ohio State University, Columbus, Summaries of Studies in ricultural Education, Sup. No. l to Vo-Ed. fifiiietin, No. iEU, (Danviiie, Iiiinois: The Interstate Printers & Publishers, 19-23 N. Jackson Street, 19h3), p. 81. x LanM Mia. “...-Ntfli '5 -115- culture who responded to his questionnaire in Ohio conduct- ed joint programs of activities and inter-relationships. Teachers of vocational agriculture, subjects of the study, reported lh8 joint activities and inter-relationships. Rutherford3“ reported in his study that cooperation between the Smith-Hughes agricultural program and the Agri- cultural Extension Service should be on an equal basis. The study recommended an agreement to be drawn between the two agencies to clearly define the functions and to provide a definite plan of cooperation and action. Lemonsas specified the content of working relation- ships of county extension agents and teachers of vocational agriculture in the state of Tennessee in his study's recom- mendations. They are briefed as follows: 1. Organization of a county agricultural council for planning and coordinating education in agriculture in the county through: a. Increasing joint activities between agencies concerned. b. Preventing undesirable duplication of efforts. 3“D. M; Rutherford, "An Analysis of the Relationships Existi Between the Smith-Hughes Agricultural Program.and the Agr cultural Extension Service," Thesis, M. A., 1939, University of California, Berkeley, Summaries of Studies in icultural Education, Sup. No. 1 to Vo-Ea. Euiietin No. i5; IDsnviiie, iiiinois: The Interstate Printers & Publish- ers, 19- 23 North Jackson Street, l9h3), p. 126. 3SLemons, 22. cit., pp. 76-78. -145- c. Having the welfare of the people in mind rather than gaining personal recognition. d. Informing public on cooperative activities. e. Striving to maintain cooperative working rel at ionships . 2. The smile coordination needs to be followed by higher levels. Working relationships of county extension agents and teachers of vocational agriculture seem desirable not only because of the similarities of programs or because they may deal with the sane peOple, but also because program planning principles in vocational agriculture and coOperative exten- sion are very similar if not the same. Boyle‘36 found that eleven professional categories of program planning of adult programs are considered in voca- tional agriculture and Cooperative Extension. The categor- ies considered are : 1. Overall objectives of the agency. 2. Educational needs of the potential program participants. 3. Interests of the entire conlnunity. 36P. G. Boyle, "An Analysis of Selected Program Plan- ning Principles of The Adult Programs of Vocational Agri- culture and Cooperative Extension," Thesis (Ph.D.), Univer- sity of Wisconsin, 1958, Review of Extension Research, 195:6 M.S.D.A., Extension Service W959, p. . ' - u7 - h. A‘wide range of resources. 5. The planning group includes local citizens who are potential participants in the pro- gram. 6. Democratic processes are used wherever possible in planning the program. 7. various methods which.might be used in reaching the objectives are explored in the planning. 8. The program.p1anning process is continuous. 9. The program.process is flexible. 10. Provisions are made for appraisal and/or evaluation of the program. 11. The planning group coordinates its activ- ities with those of other adult educational agencies. Cooperative relationships with related agencies became' essential for the develOpment of effective adult education in vocational agriculture. Shroeder37 found that the criterion of "cooperation" with other agricultural and educational groups and agencies rated among the highest in value of all criteria tested in evaluating local programs of adult education in vocational agriculture. Also in administration and policy of adult-farmer courses Byram, Kitts and Phipps38 found that 80.1% of 37'W. P. Schroeder, An Anal sis of Practices Used in Evaluatin_ Local Pro ams of Zfifilt Education in vocational Eggicfizture (unpublis ed Ph. D. Dissertation, Mich. State University, East Lansing, Mich., 1953), pp. 215-217. 38H.‘M. Byram, H. W. Kitts and L. J. Phipps, Organizing, Conducting,_and Evaluating_Adult-Farmer Courses in the Cen- - n3 - teachers of vocational agriculture, who participated in their study from.the Central Region, have coordinated meet- ings and courses with the educational programs of other agricultural education agencies. They also found that 89.8% used other agricultural education agencies as consultants in planning the content of their courses. Cooperative relationships with related agencies be- came essential for program.deve10pment in Extension as well. In analyzing selected principles related to the pro- gram planning process in Cooperative Extension Service, Williams39 found that an important principle is to provide for the coordination of educational efforts, activities, and resources of interested leaders, organizations and agencies. Along the same line, Powers“o found that in an Iowa County, nine criteria were met in the extension planning process. One of them.is "coordination with the programs of other groups, organizations and agencies that work in the same or related problem areas." There is no doubt that tral Region, Bureau of Research and Service (East Lansing, “ Mic .: o ege of Education, M.S.U., 1955), pp. 12 and 18. 39C. G. Williams, "An Analysis of Selected Principles Related to the Program Planning Process in the COOperative Extension Service," Madison, University of Wisconsin 1959, Review of Extension Research, 1960, U.S.D.A., Extens on Service Circular 53“, July 1961, p. 3h. ‘ “0R. C. Powers, Degrees to'Whidh an Iowa County's Ex- tension Pro am Planni’ Process Met Seiected Criteria (UnpuEIisEeE Master's es s, owa State University; Ames, Iowa, 1961), p. 148. - 49 - departments of vocational agriculture are among these agencies. In another study of an overall look at relationships between the County Extension Service and other organizations, Alexanderul found that for improving rural out-of-school edu- cation through existing organizations, the organizations need to be more familiar with each other and to exploit the special features of each other. On the basis of this discussion, there seems to be general agreement on the desirability of carrying out cer- tain professional activities in the working relationships of county extension agents and teachers of vocational agri- culture. On the other hand, there seem to be insufficient ‘working relationships or coordination of educational programs in agriculture. 1 "Competition for clients' leisure hour is more charac- teristic of the local scene than cooperation in the develop- ment of a well-rounded total program consistent with the ideal of an educative co:nmnnity."“2 The reason of this case will be discussed in the following section of this chapter. “1?. D. Alexander, Rural Communities, Organized Groups and Public Agencies in Alcona County, Mississippi, in Re- lation to Community Development, Particularly Educational Programs Through Rural Community Clubs, Mississippi State College, 1955, Review of Extension Research, 1957, U.S.D.A. Extension Service Circular, 513, July [953, pp. 30-31. “2?. H. Sheats, "Present Trends and Future Strategies in Adult Education," Handbook of Adult Education in the U.S., MalcoLm S. Knowles lea.) (Chicago II, IIIinois: Adult Education Association of the U.S.A., 7u3 North Wabash Avenue, 1960), Chapter 47, p. 557. - so - Theories and Studies Related To Functional Factors Affecting‘working Relationships An attempt will be made to point out the significance of factors involved in working relationships rather than to make a complete sociological analysis of them. Working relationships of county extension agents and teachers of vocational agriculture are largely matters of their own decisions on the basis of their own initiative to carry out cooperatively certain professional activities for the effectiveness of their educational programs. Considered in this light, working relationships are likely therefore to be affected by functional factors related to personality, general characteristics, education and training and exper- ience of both professional groups. Interorganizational re- lationships and the intraorganizational set-up of both the Cooperative Extension Service and vocational agriculture as well as the perception of importance of their working re- lationships should also affect intensity and/or direction of the activities involved. Elbing's model focused the attention on the areas of variables that might affect decisions of the two groups con- cerning the problem. Getzel'su3 theory looks at these vari- ables from an individual point of view. It emphasizes that a given act of an individual is simultaneously derived from “3Jacob‘w. Getzels, "Administration as a Social Proc- ess," Quoting D. E. Griffith, Administrative Theor (New York: Appleton-Century-Crofts, ne., , pp. -55. Socia h “Eache agent lemc‘ tors 0 that a -51- two levels of interaction in any social system, the nomo- thetic and the idiographic. The nomothetic consists of institution, role, and expectation and the idiographic consists of the individual, his personality, and his need- disposition. A general formula of the relationship between the nomothetic dimension and the idiographic dimension is B = f(R x P), where B is the observed behavior of the in- dividual, R is his institutional role and P is his person- ality. The model 1.:uu . ( Nomothetic ) I—v-Institution --- Role --- Expectation Social system Observed behavior lendividual --- Personality --- Need-disposition ( ldiographic ) From.this theory an inference could be drawn; that a teacher of vocational agriculture and a county extension agent should exhibit in their working relationships an ob- .served behavior which is an outcome of the interacting fac- tors of their institutional roles and their personalities. Hare“5 supports this in a broader sense. He sees that a social interaction can be viewed as a comprdmise be- tween inputs of man's biological nature and personality on ““Ibid., p. 157. “5A. P. Hare, Handbook of Small Group Research.( Illinois: The Free Press of Glencoe, 1962), p. 8. I“! -52.. the one hand, and role, culture and environment on the other hand. Dimensions of interaction can be divided into two phases: form and content.“6 The form is represented by the communication network and the interaction rate. The content is represented by the task behavior and the social emotional behavior. In the interaction process concerning the content area, the actual behavior would be some place between the personality and the role."7 Realizing the fact that working relationships of county extension agents and teachers of vocational agricul- ture is a voluntary type of interaction with no specific legality, it was seen necessary to discover (find out) how formal and infonmal structure of their "role-positions" affect their working relationships. Hare pointed out the usefulness of differentiating between the "formal role structure" and the "informal role structure" to enable one to assume expectations of behavior of a particular type.48 The formal roles of both systems of the Cooperative Extension Service and vocational agriculture are more visible since they are often recorded in codes of their positions. The informal roles as the "assumptions" or the non-specified "expectations" are the scapegoats of the formal structure. “61bid., p. 11. “71bid., p. 16. “81bid., p. 18. - 53 - 'Wide variations in perceiving informal role structures are predominantly expected. But regardless of whether working relationships between teachers of vocational agriculture are prescribed formally or informally, these working rela- tionships exist and their importance is recognized and praised. The question is: what kind of functional factors shape and direct working relationships one way or the other. Expectations may be "other directed"“9 through peers or organizational conformity or they may be "inner directed" through oneself. Conformity pressures within the organiza- tion and outside it play quite a part in individual be- havior building the attitudes which he perceives and which remain with him.for a while. Social characteristics of a person such as his friendship and initiative are basic qualities for effective interaction. Solving problems between close friends was found more efficient than between strangers.so Friendship between county extension agents and teach- ers of vocational agriculture should increase the effective- ness of their interaction and homogenize their behavioral patterns which might have favorable bearing on their pro- #90. Reimman, The Lonely Crowd.(carden City"New York: Doubleday Anchor Books, Doubleday & Co., Inc., 1955), p. #8. 50R. W. Husband, "Cooperative versus Solitary Problem Solution," Journal of Soc. Psychology, 19h0, pp. nos-409. - 5a - ductivity.51 Previous experience in the role of an educator of agriculture influences his ability to play that role. The effects of training in education and in agriculture can be a base of predicting future behavior on the job. Many studies have pointed out the effect of training and prepar- ation on the performance of the job. Moe52 indicated that a change has been brought about in one of the major national voluntary organizations by developing strong training programs directed toward a major objective stated in this manner: "to help peOple become better human beings rather than cogs in an organizational machine."53 Another important area of functional factors is the role of the position occupied. One segment of it is "role collision." In this case it is used to indicate the type of conflict which may occur if two individuals are carrying out jobs which overlap in some respect. Hares“ explained the role of two doctors who'were called to treat the same patient. "Each is expected to prescribe treatment for the 51A. J. Philip, "Strangers and Friends as Competitors and CoOperatives," J. Genet. Psychol., l9hO, 57, 2h9-258. 52E. O. Moe, Some Alternatives to Organization Man, A paper presented a vers y o no s acu y orum, 531b1d., p. 1b. S«Hare, 22. cit., p. 119. -55- patient, but unless the doctors coordinate their behavior the patient's wounds may be bound up one day and left Open the next, depending upon which of the doctors last visited the‘ward."55 Using Hare's idea as an illustration the patient would be the farmer or the prospective farmer and the two "doc- tors" are the county extension agent and the teacher of vo- cational agriculture. unless they coordinate their educa- tional efforts, their clientele will be the victims. "Role incompatibility" of each position of the two professional groups may arise from.the difficulty of satis- fying the expectations of the position within a system.56 Teachers of vocational agriculture may find it difficult to perform all that is required to be done in the school and at the same time work with related agencies outside the school. In a similar way this can be true in the case of the county agents fulfilling their intraorganizational re- quirements. It may be especially true if they also dis- agree regarding their role definition or nature of their roles.57 55Hare, 22.‘gi£., quote from.p. 119. 56M. Seeman, "Role Conflict and Ambivalence in Leader- ship," Amer. Soc. Rev., 1953, 18, pp. 373-380. 57Ibids, po 373-3800 - 55 - Theories and Studies Related to Cooperation and Coordination An implicit purpose of the present study is to foster cooperation between teachers of vocational agri- culture and county extension agents for the effectiveness of educational programs in agriculture. Theories of coop- ,eration and competition are as old as history. As related to this study productivity and efficiency are aspects which are aspired from cooperation between the two professional groups. May and Doob58 found that in groups motivated to co- operate, members work toward the goal dependent on their interdependent activities. Shaw59 also found that cooperative efforts increase efficiency and productivity of peOple engaged in cooper- ative activities. There might be no question about coOperation in its general meaning but there might be a question in the case pointed out by Hare. He noted that cooperation will be minimal "if the task does not lend itself to a division of labor or if rewards for the individual for cooperating are less than for competing."60 This is a very important point 58M. A. May and L. W. Doob,"Competition and Cooperation," Soc. Sci., Res. Council Bull., 1937, No. 25, £2 Hare, 22, cit., p. 254. 59M. E. Shaw, "Some Motivational Factors in Cooperation and Competition," J. Pers., 1958, 26, pp. 155-169. 6OiHare, 22. cit., p. 255. I - 57 - to consider especially in this period of "role transition" of both Cooperative Extension Service and vocational educa- tion in agriculture. Romans61 crowned the division of labor theory by his remark that the division of labor should not reach the point of diminishing returns. This implies a scheme of inter- action by which the different divided activities are coor- dinated. Before closing this chapter, it is apprOpriate to add that the theory of cooperation has rarely been questioned; but in.arder to achieve increasing cooperation between county extension agents and teachers of agriculture on their county and community levels, it is necessary to be realistic and to understand with an "open mind" conditions which affect. change in the consunity. In this respect Moe reported that:62 1. Communication of feelings and ideas among people in different groups and organiza- tions is difficult and relatively infre- quent. As a result serious misunderstand- ings among people continue and others are allowed to develOp. 2. There is no adequate mechanism at present in the structure of the community for settlement of intergroup differences or 61'6. C. Homans, The Human Gro (New York: Harcourt, Brace & Company, 1950 , p. l . 62E. 0. Moe, "Consulting with a Comunity System: A Case Study," The Journal of Social Issues, Vol. XV, No. 2, pp. 32-330 5. - 53 - achievement of understanding among members of different groups. The community has no way through which policies and progr-s affecting the whole community can be inte- grated. Members of the several groups and sub- cultures represented in the community know little about the control systems of other groups, and frequently make unrealistic demands on members of other groups. Few groups follow action evaluation or an experimental methodology in meeting their problems. Too frequently problems are pre- defined to fit special categories or ster- eotypes. The objectives, programs, and activities of various groups are interpreted by mem- bers of the groups as "mutually threaten- ing." This arises because groups are unable to distinguish problem-solving from.their own process problems, that is, maintaining membership and keeping their organization going. Leaders and members of organizations and groups do not see or understand each other realistically. The difference in group or member roles are defined by members, and these attributed by members of other groups are great enough to seriously impede effec- tive cooperation. The advantages of cooperation none the less are enerally recognized. Facilities are lick ng, however, to implement this recog- n t on. Summary The U.S.A. has a dual system of nationally aided edu- cation in agriculture. One part of the system is conducted through public schools and the other is conducted through the Extension Service. - 59 - Through the history of the two systems, functional overlapping and misunderstanding have been evident. On . the other hand, there have been good examples of cooper- ation and coordination between the two systems. State and national leaders of both systems, in many instances, encourage close working relationships realizing the importance of cooperation for the effectiveness of edu- cational programs in agriculture at the local levels. The theories and literature reviewed clarified what might be elements of working relationships of county ex- tension agents and teachers of vocational agriculture. Increasing cooperation between the two groups is unquestionable, but it is necessary to be realistic, knowledgable of the situation, patient, and open-minded. CHAPTER III STUDY PROCEDURES This chapter is concerned with the description of the . systematic steps carried out in conducting the study. The plannigg stage: The present writer, through his previous educational experience in the field of agriculture, became aware of the value of such a study. It was kept in mind that the study should : 1. Contribute to the development of effective educa- tional programs in agriculture for local commun- ities in Michigan by adding to knowledge of pres- ent working relationships between county extension agents and teachers of vocational agriculture as well as to knowledge of the desirability of carry- ing out certain activities in their working re- lationships. Help in‘wise planning of educational programs in agriculture through identification of the factors involved and their effect on working relationships. Help in preparation of pre-service as well as in- service cooperative training projects for county extension agents and teachers of vocational agri- culture. - 6O - -51- Instrument Preparation: To accomplish the objectives of the study, it was necessary to review the history of the Cooperative Extension Service; the history of vocational education, especially its phase in agriculture, and theories and studies pertaining to general interaction, decision-making, roles of county exten- sion agents and teachers of vocational agriculture. Several texts, articles in magazines, periodicals and publications of the Cooperative Extension Service and of vocational agri- culture, U.S. Government publications and reports related to the study were also reviewed. A survey checklist of about forty major cooperative activities and thirty-five possible factors which might affect working relationships was constructed. TWO forms were prepared having the same items,‘one with directions to county extension agents and the second with directions to teachers of vocational agriculture. The survey checklist .was prepared and presented for consultation to state leaders of 'vocational agriculture, the agricultural education staff at Michigan State Univer- sity, and Cooperative Extension leaders and administrative team. The presentation of the survey checklist to the lead- ers was made by personal interviews, using the survey check- list as the basis for consultation. Consultants were asked to evaluate the survey checklist in terms of its clarity to respondents, briefness and completeness of items. They were -52.. asked to delete those items which they believed had repeti- tion in meaning or insignificance in direction. The survey checklist was presented to the Guidance Comit tee for fur- ther suggestions and revision. Items of the checklist were revised in line with the suggestions received. A pre-final draft was duplicated and tested by four county agents and four teachers of vocational agriculture who had been in service for more than one year. They were asked to add what they believed were necessary items, to mark for deletion items of insignificance, and to mark for mclarity specific items or directions. Taking into con- sideration the conents, remarks, and suggestions of the consultants, the final survey checklist was prepared to in- clude three phases. Phase I contained four items of infor- mation about the respondent .' Phase II contained thirty activities of working relationships. Phase III contained thirty-three factors which might be involved and might affect working relationships of the county agents and teach- ers of vocational agricultural Ratgg: Items of Phase II were designed to be rated in two different ways. The first had a five point range which measured both the direction and intensity of carrying out the activities Is» the checklist forms in Appendix (B). - 53 - in working relationships. To make it easy for the respond- ents to follow the rating pattern, arbitrary values were assigned as follows: 0 never, 2 occasionally, 3 frequently, and h aiways. The second rating has another five point range which allowed the measurement of both.the direction and intensity of the desirability of carrying out working relationship activities. For ease of scoring the following arbitrary values were assigned: -2 very undesirable, -l undesirable, 0 neither desirable nor undesirable, l desirable, and 2 very desirable. Items of Phase III were designed to be rated from two different standpoints. The first had a five point range which measured the direction and intensity of the factors involved in working relationships. Arbitrary values were assigned for ease of scoring as follows: 0 is not involved, 1 very little in- volved, 2 some involved, 3 mueh.invo1ved, and A very mudh involved. The second rating had a five point range which allowed the measurement of factors for promoting and for hampering effective educational programs in agriculture. Arbitrary values were assigned to the perceived degree for ease of scoring as follows: -2 hampers much, -1 hampers some, 0 neither hampers nor promotes, l promotes some, 2 promotes much, Dew am: ing vor? act II. III. IV. - 5a - Developipg Areas of Activities and Areas of Factors: As preparation for data analysis, theories and liter- ature previously reviewed were used as a basis for develOp- ing areas of activities and areas of factors involved in working relationships. The following were the areas of the activities:2 10 Pre'Elanni-Eg - l. Investigating needs and examining objectives. 2. Identifying local potential for launching educa- tional programs. II. Plannipg: 1. educational programs for youth, 2. educational programs for farmers, 3. public relations and h. exhibits and contests. III. Evaluation of Progpams IV. Igplementation Areas of factors developed were: I. Personality and General Characteristipg II. Education and Trainipg - l. Similarities 2. Differences III. Egperience 28cc items of each area in Appendix (C). -65.. IV. Interorganizat ional Relationships V. Intraorganizational Reggirements VI . Perceivipg Igort ance of Working Relationships Papulation of the Study To get complete results it was decided to use the whole population. All teachers of vocational agriculture who had had at least one year in service were considered. eligible for participation in the study (204 were eligible out of a total of 229 in the state, the rest of 25 teachers were beginners). In the counties where the vocational agri- culture departments were located, all county extension directors, agents for agriculture, agents for 4-H club work who supervised agricultural projects for boys and girls were eligible for participation in the study. A total of 129 agents were eligible to participate. Justification for Population Selection: 1. The limitation of having at least one year in ser-‘ vice for all respondents was considered a precau- tion against responses based on experiences from outside the described profession. 2. County extension directors usually have direct relationships with extension policy and working relationships with related agencies. Many of them carry out educational work in agriculture in addition to their administrative work. -66- County extension agents for agriculture predoms inently carry out educational work in agriculture which could be easily matched with educational work carried out by teachers of vocational agri- culture. County extension agents for 4-H club work in many cases supervise agricultural projects for boys and girls . Other county extension personnel at the county level were excluded because of the differences in nature of their subject matter and of clientele from.those of teachers of vocational agriculture. Michigan Area Covered by the Study Respondents from sixty-one counties out of eighty- three counties of Michigan.were requested to participate in the study.3 In fifty-five of the sixty-one counties, re- spondents from both professional groups participated. In five of the remaining six counties, agents only responded; the teachers did not respond. In the sixth county, the one eligible teacher responded; the agent did not respond. The rest of Michigan counties were not covered by the study as one or the other of the two professional groups was not represented. Figure 2 shows the counties covered by the 3 See Table of Counties Participated in Appendix (D). 47' 3:6 A 06174 a 44+ - O 43' a: i (AT) Counties where agents ("”0 0m“ ‘ and teachers re- AT sponded nascent. scum (A) Counties where agents AT «a. only responded “m I‘m” ‘Wc ..- . AT (T) ggggfiggg ggfrere_ M. y A T 3C0“ «MAC sponded AT AT ” mm suitor “GIMW AT AT I “W AT AT AT curse: um: 3761.4 0 my SIIMIVA. . ’ [OHM Cl. 0” a T AT‘ AT AT AT AT AT wuss Mt uuwv um urea INGIMM uwrmr' AT AT AT AT AT AT AT mounts mum. caucus JACKSON msumuw m ms AT A AT AT AT +-—l é , ‘ a, on: same: mm mum: (smut: mono: AT T AT AT AT AT AT Figure 2 - Michigan counties covered by the study - 68 - study and the groups who participated. Methods of Collecting the Data To reach the population described above , the survey checklist was mailed. Code numbers were given to each re- spondent for providing and insuring anonymity. A self- addressed, stamped envelope was enclosed with each survey checklist prepared for each respondent. . To secure a high percentage of responses, leaders of both vocational education in agriculture in the state and the Cooperative Extension Service wrote an endorsement on the cover letter which was attached to the survey check- list.“ As was suggested by leaders of both fields, the sur- vey forms were sent out i-ediately after the Christmas and ' New Year holidays. (I: the third day after the first mailing the responses started to come back. By the first week 68.2% .of the agents and 44.6% of the teachers responded. During the second week 6.2% of the agents and 15.2% of the teachers responded. The first follow-up letter and one cent extra stamp (because of the increase of postage rates which took place in the meantime) were sent at the end of the second week. During the fourth week 9.3% of the agents and 7.4% of the teachers responded. During the fourth week 7% of 1‘See cover letters in Appendix (A). -59.. the agents and 6.9% of the teachers responded. The second follow-up letter and a second copy of the survey forms were sent one month from the first mailing. During the fifth week 3.1% of the agents and 11.3% of the teachers responded. During the sixth week 0.8% of the agents and 2.5% of the teachers responded. me and a half months after sending out the survey forms to the respondents the total number who had responded amounted to 94.6% of the agents and 88.2% of the teachers.5 This percentage of respondents who par- ticipated was considered satisfactory for analyzing the data collected. Processing the Data . Code numbers were assigned for items and information collected. Responses were recorded on (IBM) tabulation sheets. Information was transferred from the tabulation sheets to individual IBM cards. Each of the 302 respond- ents had two IBM cards. One was used for recording infor- ' mation about carrying out working relationship activities and the degree of involvement of certain factors as seen by the respondent affecting working relationships. The second card was used for recording information about the desirabil- ity of carrying out working relationship activities and the degree to which certain factors hamper or promote education- al programs in agriculture. Each of the two IBM cards which. 5See Figure 12 in Appendix (D). -70.. belonged to the respondent carried the same basic informa- tion about him. Punching, verification for correctness, and frequency counting were made by the processing laboratory of Michigan State university. The frequencies were then transferred on tape and the latter was fed into MISTIC to calculate a total of 122 22 values for testing the two hypotheses of the study. Chi- square program K6M was used for 47 x2 calculations of 2 by 3 tables. A special chi-square program, was prepared on MISTIC to calculate 75 X2 values for 2 by 2 tables. The formula used for this program is Yates' correction formula: (|£o - £e| - .5)2 1(2- The formla was used for two reasons: 1. Some of the cells in the 2 by 2 tables had frequencies of 5. 2. It has become more general practice to use the correction formula whenever df = l, regardless of the cell frequencies.6 3! 7 6S. Diamond, Information and Error (New York: ' Basic Books, Inc., 2nd ed., , p. 1 . 7TMI-Grilier Programed Textbook, Statistical Inference (New York: Teaching Materials Corporat on, A D v s on o Grolier Inc., 575 Lexington Avenue, 1961), p. B 10-12. - 71 - Presentation of the Data Results of the data collected are presented in the same order as the study objectives. These will be analyzed as follows: I. To discern among county extension agents and teachers of vocational agriculture: I a. Certain activities which are carried out in their working relationships. b. Certain factors which are involved in their working relationships. Information relevant to this objective is presented in a tabular form.using 'respondents' percentages, To get a close view of present working relationships between the two professional groups, it was found appropriate to present the data detailed as for the teachers on the one hand and for the three positional groups of agents separate on the other hand. II. To determine differences in Opinions held by county extension agents and teachers of vocational agricul- ture regarding: a. The desirability of carrying out certain activities in their working relationships for effective edu- cational programs in agriculture. b. The effect of certain factors involved in their working relationships on educational progralm in -72- agriculture . a“ Data relevant to this objective are presented in frequencies and percentages. They are also analyzed by calculating chi- square values to determine whether observed differences of opinions of the two professional groups is a plausible ex- planation of their position classification. Because of the few frequencies at the lower edge of the rating ranges, ratings of desirability were dichoto- mized between those who indicated positive desirability on one side and the remaining respondents on the other. Those who had not decided were added to the latter groupof re- spondents. The same was done in analyzing some of the fac- tors which happened to show few frequencies at one edge of the rating range. The remaining faptors were analyzed and ' presented as viewed having positive, negative or neutral effect on educational programs in agriculture. The determinent level of confidence used was .05 . The first hypothesis that there were differences in opinions held by county extension agents and teachers of vocational agriculture concerning items (a) and (b) listed above, were accepted when x2 was higher than its value under (p) of .05 with the appropriate degrees of freedom. Differences in opinions at the .01 level of confidence were also recorded. III. To determine among county extension agents and among teachers of vocational agriculture the relationship - 73 - between.selected background characteristics such as age, college degrees achieved and length of exper- ience, and their opinions regarding: a. The desirability of carrying out cooperatively certain activities for implementing effective educational programs in.agriculture. b. The effect of certain intraorganizational factors on educational programs in agriculture. Information relevant to this objective is presented in the form of frequencies and percentages. Chi-square was the statistics used to determine association of degrees held, age, and length of experience and the desirability of carrying out certain activities in their working relation- ships. These activities were selected on the basis of ob- served importance in‘working relationships. With the three mentioned background characteristics, activities dealing ‘with implementing educational programs in agriculture were related. Opinions expressed by respondents that certain fac- tors hamper or promote effective educational programs in agriculture were related also with the same three back- ground characteristics for each of the two professional groUps. The factors related were selected on the basis of observed importance in working relationships. These factors deal with intraorganizational requirements of extension and -71.- vocational agriculture. The determinant level of confidence for association‘was decided to be .05. Association at the .01 level of confidence was also recorded. The second re- search hypothesis, that there was a relationship between selected background characteristics and opinions held by county extension agents and teachers of vocational agricul- ture concerning items (a) and (b) listed above,‘was accepted whenx2 value was higher than its value under (p) of .05 ‘with.the appropriate degrees of freedom. Background Characteristics of Respondents Four background characteristics of respondents were used as independent variables in this study. These char- acteristics were: (1) position, (2) degrees achieved, (3) age, and (h) length of experience. The first variable was used in all the analyses. The remaining background characteristics were used to test the second hypothesis. 1. Position: Table I shows the classification of respondents by position. The total number of county extension agents was 122, broken down as follows: 59 County Extension Directors (48.h%) 25 County Extension Agents for Agriculture (20.5% - agents of horticulture, dairy and cash crops are included in this percentage) 38 County Extension Agents for h-H club work (31.1%) -75- The total number of teachers of vocational agriculture was 180. T able I shows that the least number of agents were those in the classification of county extension gents for agricultural fields. This happened mostly because the county extension directors carry out extension work in agri- culture in addition to their administrative work. In quite a few counties the extension director is the one who takes care of all types of extension work. Substitution of intra- positional groups of county extension staff takes place very often, or whenever needed. Ihus, the division of labor is not clear cut and responsibilities of each position are interwoven with the responsibilities of the other positions of County Extension Service. TABLE I CLASSIFICATIGI 0F RESPWDENPS BY POSITIm County County Ext. County Ext Total of Teachers of Extension Agents for Agents for County Ext Vocational Directors Agriculture 4-H Club Work Agents Agriculture N 59 25 38 122 180 a (tum) (20.5) (31.1) (100) (100) -75- County extension agents and teachers of vocational agriculture were not evenly distributed in the areas in which they serve. The reason for that was mainly the difference in the organizational set-ups as well as the kind and type of educational programs needed by local commities . 2 . College grees Achieved Extension directors seemed to have more graduate edu- cation than either agents for agriculture or agents for h-H club. Table II shows that 66.1% of the directors, 60% of the agents for agriculture, and 152.1% of the agents for h-H club work had master's degrees. The percentage of teachers of vocational agriculture who had master'sdegrees was less than that of county extension directors and agents for agriculture, but a little higher than that of agents for h-H club work. In general, the proportion of teachers who had master's degrees is less than the matching proportion of the agents. One agricultural agent from the population of the study had his doctorate degree and one director had no college degree. The difference in level of education between the teachers and the agents might be related, among other reasons, to age and length of time in the position. Agents were older and had been in their positions longer. new” -77- TABLE II CLASSIFICATICN OF RESPQIDEFI‘S BY COLLEGE DECREES nc Distribution of Colle e De Respondents achelor Master Doctor Non-Degree Total Extension N 19 39 -- l 59 Directors % (32.2) (66.1) (1.7) Agents for N 9 15 l -- 25 Agriculture ‘1 (36.0) (60.0) (h.0) Agents for N 22 16 -- -- 38 Ian-B Club % (57.9) (102.1) Total N 50 70 l l 122 1 (111.0) (57A) (0.8) (0.8) Teachers of N 99 81 -- -- 180 Vocational Agriculture % (55.0) (105.0) 3. 553: County extension directors in the population of the study were somewhat older proportionally than county extension agents for apiculture and county extension agents for h-H club work. The largest group of the county extension direc- tors were lo5 years old or over. of the directors. This group constituted 157.5% County extension agents for agriculture seemed to take a middle position age-wise between the directors and the agents for h-B club. Their largest group were #0455 -78- years old. his group constituted 151% of the agents for agriculture. me youngest agents were those of h-H club work. Their largest group was 30-35 years old which con- stituted 36.9% of their total number. 0n the other hand, the teachers were younger than any one group of the agents, as well as younger than all three groups of the agents combined. The largest group of. teachers was 25-30 years old. This grow constituted 22.8% of the ntnber of teachers who responded. The second to the largest was #5 years old and over. This second grow con- stituted 21.1% of the teachers. In comparison with the agents, variation in the age of the teachers was not as great, and there was an increasing tendency toward a younger age (Table III). -79.. TABLE III CLASSIFICATIW OF RESPONDENTS BY AGE mflncg Distribution of Afie Remondents Under 25- 0 0-3 5-11» - 5 Yrs Total 25 Yrs Yrs Yrs and Yrs. Over Ext. n -- -- 2 1s 15 28 59 Dir. (3.“) (23.7) (25.4) (47.5) Agts.for -- 2 s 2 11 s 25 Agri. (8.0) (20.0) (8.0) (88.0) (20.0) Agts.for l 9 1h 3 3 8 38 «an (2.6) (23.6) (36.9) (7.9) (7.9) (21.1) Total N 1 11 i 21 19 29 81 122 %|(0.8) (9.0) (17.2) (15.6) (23.8) (33.6) Tchrs.of u' 18 81 30 33 20 38 180 v0.Ag. %l(1o.0) (22.8). (16.7) (18.3) (11.1) (21.1) ls. Length of Experience: Table IV shows that county extension directors seemed to have longer experience than the rest of the groups. The highest proportion of the directors had 10-15 years exper- ience. This prOportion constituted 28.8% of the directors. Agents for agriculture seemed to have less years of exper- ience than the directors. The higest proportion of them constituting 32.0% had 5-10 years of experience. Agents for #41 club work seemed to have the least years of exper- ience. The highest proportion of them constituting 39.5% .. so - had less than 5 years of experience. Teachers of vocation- a1 agriculture had a length of experience similar to that of the (0-H club agents. The highest proportion of them con- stituting 37.2% had less than 5 years of experience. Gen- erally speaking, the teachers in cowarison with the agents had less years of experience as educators. .TABLE IV CLASSIFICATICN OF RESPNDENI'S BY LENGTH OF EXPERIENCE Refine; Distribution 02 Leggth of Egg-ience Respondents Less - 0-1 1 - - 2 yrs Total than yrs. yrs. yrs. yrs. and 21’" Over Ext. N 2 9 17 ll 11 9 59 Dir. H (3.1+) (15.3) (28.8) (18.6) (18.6) (15.3) Agts.for N 5 8 h 6 2 -- 25 Agri. %F20.0) (32.0) (16.0) (28.0) (8.0) Agts.for N 15 9 6 5 3 l 38 h-H %[39.5) (21.1) (15.8) (13.2) (7.9) (2.7) Total N 22 25 27 22 16 10 122 %[l8.0) (20.5) (22.2) (18.0) (13.1) (8.2) Tchrs.of N 67 35 311 ll l7 16 180 Vo-Ag. 337.2) (19.5) (18.9) (6.1) (9.1:) (8.9) CHAPTERIV ANALYSIS OF ACTIVITIES AND FACTGIS INVOLVED IN WMING RELATIONSHIPS It was believed that the identification of activities of working relationships and factors involved in carrying them.out by county extension agents and teachers of voca- tional agriculture would help both professional groups formulate a realistic picture of their working relation- ships. . In.this chapter responses of agents and teachers with respect to activities of working relationships and the factors involved, were recorded in terms of percentages of the groups indicated by "N." To make the picture clear for those concerned per- centages of the agents were recorded according to their . three positional groups: the directors, the agents for agriculture, and the agents for h-H club. This detail in analysis'was made with the intention of determining the relative importance of the activities as viewed by each group of agents and the teachers. PART I Activities of Working Relationships This part of the chapter is concerned with the anly- sis of the activities of working relationships. The record- ed. 'percentages of the agents represent those - 31 - - 32 - who carried out the activities in ‘working with the teachers. The percentages of the teachers represent those who carried out the activities in working with.the agents. Investigating needs and examinigg objectives of educational pgggrams in agriculture: Table (V) shows the percentages of county extension agents and teachers of vocational agriculture who carried out in their working relationships activities of the area of investigating needs and examining objectives. 0f the four activities included in this area, three were carried out by high.percentage of agents and teachers. The range was 56.8 - 91.5%. These three activities were: 1. Discussing community needs pertaining to education in agriculture. 2. Identifying common educational objectives of extension and vocational agriculture. 3. Discussing implications of current trends for program planning in agriculture. The fourth activity: conducting community agricultural surveys, was participated in occasionally and by lower per- centages of the agents and the teachers. The range was 16.2 - h0.7%. The percentages of the teachers carrying out these activities in.working with.the agents were lower but close to the directors and agents for agriculture who carried -33- them out in working with the teachers. On the other hand, the percentages of the teachers who carried out each of these act ivit ies. were higher than those of the lt-H club agents who carried them out in working with the teachers. There was variation in the percentages of the three ‘ grows of agents who had worked with the teachers in this area of activities. The percentages of the directors were the highest and those of the h-H club agents were the low- est. These low percentages of h-H club agents carried out the four activities occasionally in working with the teach- ers. a. o- e- = 9- on up Rom.m: 10 03888 Rma.mn an ones a. a. on a. .ehssao ho\oaw hauuwnoonu muw>wuom can «no newnnuo Rmm.au In one .Amv awouoon< ou women eawuuou nonunsm non :.uhesas: use :ehauuosoonu: :ehanesoueeooo: possess on: soon» no name SEC 88 33 33 z 8333.80 5 335.2 .annwono you couch» unaware n «.3 «1.3 «.8 26.3 .51.: a no 30300383 wan-30.3 . 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I... a; . La. .uw...nuu no 15159 an“. .12. £0 .a .. . any. 3 Ir. are . I ”W‘.“. B. 3-380.“...4. -33- Plann educational ro ams for zouth: The percentage of the directors was the highest in carrying out the three activities of this area in working with the teachers (Table VII). An average of about 50% of the teachers carried out the activities in working with the agents. The percentage of agents for agriculture who developed educational programs for out-of-school youth in agriculture with the teachers was quite high (72%). Of the teachers, 57.5% carried out the activity in working with the agents. The percentages of the directors and the 4-H club agents who worked out a program of cooperation between h-H club and EPA with the teachers were also quite high (78 - 65.8% respectively). Of the teachers, 55.3% carried out the activity in working with the agents. An average of about half of the agents developed criteria for agricultural projects of FFA and lt-l-l club members in working with the teachers. Of the teachers, as. 1% carried out the activity in working with the agents. 2 2 . 2 2 2 2 g¢o¢3 II 03.1%.! 2 2 2 2 2 2 RGGoQfl ll °fl*¥ .ahnsas no\one hauoonoonu nuw>wuoo use counnuo amm.mu an out _ .1; -..-_ - _. —. .AmV xwouonm< on human sawdust nonunnu nom :.ehnsae: use tenauuonosnu: tenaassowaeooo: possess can soon» no Hana AONHV Amnv AnNV A¢WV 2 0.0000000000000000 wn AmhaV Anny Amuv Army a .......... ensudnouhwo sq Anson noonoanuonuso sou aloha « 6.3 2.3 n.9- «oén 3;: a -98 ...-83350 wean-:38 eueuneo ensuanowmmfil glam them «anowusoob m1: ennuasuwnw< ensuoondn huwswuo< emanate .mo anwnoseh nom avenue nom sesame souelouxn HmmnmmwsHB-‘AMM $25953 ENE. 2H Eh 81m mxauos «no newnnmo Ram.mu an out .Amv awonomm< on women eaaeuso nonunam non :.snssan: one :enaudoaconu: :ehaasaowaeooo: 6030030 oah.oao:u no Hana H scam AGNHV Afinv A‘NV hamv z ssssssessseessssesese H”§°.sflvn sonnoasw asooa nuns seafloond m.nt «em.mo a.~n o.ma eo.an a aahuaaaoanwa nascent antenna nouns.aw ewswuoes now wuwwsann< AWNHV Afinv Aaflv Aamv z sssssssosessessess .“OHUQHOOQQQ use amoonw sadness“ aswosme 3.3m en.on n.nn en.nn n.3n a antenna eaaawoan anneaaaaano wuauonusoo mo ems: wouwwuswno Amuse Anne Ammo Anne 2 .. nonauunhn.asnu snout opossum vanes can mono» wounded nu n.tn a.nn a.nn ao.an «H.3n a eoaoa senescence mnanaaheaoa AOQHV ANflV AWNV AOWV z sessessseesssssssssssee Cg“ wasps now snnuasounws asnowu o.no ae:.nt «o.oa eeeo.~n aeee.an a -a00> nan noaenuaxo no sauna none Hoaowusonus waausaaonooo ! _oucuneo ennuasowmuw (new Hecowuooo> mu: onsuasownw< anouoenwm huw>wuo< tswonon<.ymw anoaosoh Mom wwmewu nom1~wamw< sowauommnv HmmHNmZOHBSMM 025303 MHE 2H gm 3% m2. u4mauoo woo compass Rom.m~ I: owe .Amv xwocomn< on women now :.ehwsas: can :enauaosoonu: tenaaoeouasooo: passage on: soon» mos-SmH ARC £8 38 83 2538:91- 5 33w (one asnowusonoo weapon n 23 6.8 n...“ on" «.3 4-1160 .«6 Ban-.8 9:30: neon mo asses mammoaoaom AwNHV ANMV finflv Aamv ssosssssssesesesses ”agaihwu cu asnnwonm asaouusosos w n.un c.5n n.3u o.:« H.3é on auowuoson owannm wow (house no some! mammoasbsm Amnav Anny “may Anny ......... masses 059 cu canvass nwnwo ma nannwonm asuowumo a N.:n sa.nn «H.3m «so.oo em.m: (nos mnenhooaoo ha owanam now >u«A«0waaomaon wanna ousufleo ennuanowmu< need (new asnouuaoo> no: snauanownw< anouoowua nunswuo< ewenen< mo enwmoceb noM auasuu noMI‘musowu souwueemuw. HmMHmmZOHHKANa 02Hx¢93.mHmmB 2H mZOHHEAMM OHAmDm MOM DHZZEAmwom3_mMHMQwnom was oeennmo Ram.mu an out .Amv qudonn< ou nouon aaaouoo nonunsu nom :.anesas: one :ehaumsnoonm: :emaasnouaaooo: ooxooao o5: soon» moan—m.H N AmhAv Amnv nan Army m.nn ssoemn ssoeun ao.Nm «memo AmhAv Anny Anuv Anny N.nn ..8n.om dean wo.wn «n.Nn z OOOOOOOOOOOCOOOO ““50 B“ a“ ennuanounwo an museumoo non n consensua.lnouusn use muaxnoz z unnuanonnwa me a» guano Hanna» fl (soaps non snow was wuwxnos sueunso ennuasowmuw u—flmm unod asaonusoo> m1: onsudnonnw< anouosnwm owsnenu o oneness no awhowu. no a no so was .Irwr, werIIIMI. nun>nuo< awn-amazon"; 625303 MHE 2H ”Emma-zoo g «.5..an 8h Omar—(Am 0&3 mama. 92 mag x mug-H -97... Evaluat igg educational programs in agicultur : The fact that the area of evaluation has not been simple in educational programs in agriculture has had re- flections on working relationships between the agents and the teachers in this area. A range of 18.9 - 34.5% of the agents developed with the teachers criteria for judging effectiveness of local educational progress in agriculture. 0f the teachers, 23.7% carried out the activity in working with the agents. A higher range (39.5 - 58.6%) of the agents discussed fac- tors affecting educational programs in agriculture with teachers. 0f the teachers, 43.2% carried out the activity in working with the agents. Table (XI) shows that a large number of agents and teachers carried out two particular activities in their working relationships. A range of 63.2 - 71.2% of the agents, and 68% of the teachers secured each other's re- action on newly planned programs. Also a higher range (77.8 - 94.7%) of the agents and 80.5% of the teachers credited each other's contribution toward successful edu- cational programs in agriculture. - 93 - 2 2 2 2 2 2 8mm.an a... one-ass 2 2 2 2 2 2 Rom.m: 0.. cases 2 2 .- .- 2 2 flmo.on (I ones .ahosam no\omm haunonoonm muw>wuos pro newnnmo flam.mu :1 one .nfiv xuousom< on nwmon aausuup nonunuu nom 2.enssas2 use 2emauuosoonu2 :emaaosowaoooot possess can soon» woe-amd AQm-HV Aonv AnNV Ahnv z sessosseesssseoeeeo “Edaoaflpflmu ma assnwonm Mononumonos A o.nm esseneom «sags aso.hm aeeu~.€m m. Annamoooflm one-.5» flowuzunu nsoo a-nesuo_noso usuuwosno Amend Anne Ammo Anne 2 .0naunaonnwa an aauawohn Hanna» (cones mo ennauem no seasons n Qua aux”: than one soon R guoouua anouosu wane-509mm ANNHV Afinv AWNV Ammv z assesseeeseoeosssseeese ”yuan-H70 («nus nu wasnwonm auscuuoosoo a n.3u n.n« n.nn o.o« n.an a sauna no eaeneanaoonno wan :wonn non cuneuuno wsqnoasboo fink-"V Awnv Anflv AGnV z ssseeeessssseeseeesess anOOfln osonaam ness: so asonu N n.oo sao.mo ¢«.no ao.- sau.an a (omen a-nenuo nose weansoom eunuaoo ennuasowmu¢ anew unom Hanowusoo> m1: onnnasownm< enouoonwo nuw>wuo< swansn< mo emmmwseh now awhouu nmmw.ausom< nouaaammuwl HmmHImBHSmE 025—83 MHE 2H 298E Am_093-WMMMU€99 92¢ mazmu< HN 3948 -99.. implementing educationalprggrams infiggriculture: Consultation between.agents and teachers seemed to take place more or less on other bases than that of commit- ment to serve on each other's advisory committees. A range of 27.0 - h7.5% of the agents served as consultants on teachers' advisory committees. Of the teachers, 27.8% served as consultants on extension advisory committees. A higher range of 59.5 - 67.2% of the agents utilized teachs ers' special knowledge and abilities in particular teaching situations in agriculture. A very high percentage of agents (a range of 81.“ - 89.2%)‘worked with the teachers to conduct county and other agricultural fairs. Of the teachers, 81.3% carried out the activity with.the agents. .A range of #6.0 - 67.2% of the agents conducted demonstration projects in agriculture with the teachers. ‘ 0f the teachers, 52.8% indicated that they conducted these Joint demonstrations with the agents. One of the activities carried out innworking relation- ships by high percentages of agents and teachers is ex-' changing printed and duplicated materials of mutual inter- est (Table XII). A range of 61.1 - 8h.8% of the agents carried out the activity in'working‘with teachers. 0f the teachers, 8h.h% carried out the activity in working with the agents. Also in exchanging use of educational equip- ment and facilities, a range of 51.4 - 78.0% of the agents an". ‘mtsulvsw '{ru 9 -no.l1r.i51gm.t‘:l':ov a) 2m, m. - 1... {so '03 (Masai We «fix - . min Jasm'fi 3Q ammonia: 5;. -‘- his” up: 3:23.22 - 12.? an?“ 10; 9%” My! plum Megan!» 22, viadu- cm".- 1., *1 .1 )t .- ah—ALA l 100 - carried out the activity in working with the teachers. Of the teachers, 65.6% carried out the activity in working with the agents. -101- nauseousoOV Amado Anne Anus ammo z ............ «page amnsuasuonwu A m . mm esteem . an 2. asses." . am «3.2.4.0 . am «22.23 . .3 R .353 one mugoo wag yuan—woo Aowav Anny anuv home 2 .. onsuasouumu 2% ouoanona sow» n n.nn am.un o.ma «o.on .«.ae a -auuusoaoe usaoh acauususoo 93mm Bus esowuouuoaoaoo’Jmmwuonofloo n m Aow-HV Ahnv AWNV AQWV 2 0000000000000000 ”Budaflg 5.“ 33.325“. gnome“. usanowuhon a m.mo «aa.ae .m.an ...c.ae a..~.uo a an ooauaanhw new omuoaaoaa Howoons o . 9930 Some wuwuwdm u: Amado Anne Anus Ammo z ... acouuwssoo auoun>oa ..uosuo o o.nn m.a« o.a« .o.un n.a: a new» no ouampanusoo an maa>uom and stag—yo none homem—wnosou one meuasnfloo n< 0mm unoo oh—uaflowuflfl 3.8m ...uom asnowumooew £33 05533? enouoouuo huffing. ewohosa. [mm euoflomoa you Panama. not“? own»? an?!” at"? magmgngd 025533 4:92.. 2H gum .768 H.408” Eggs 0:3 gun. 92¢ v.59 HHN 393.. q ”tr K. -...|lt Swain» r. v .uwfiud a2: 81.. a ...m «with. one . 3335:3121 I.” .3... .1... e.4¢09‘0>b’..*‘.,‘... ,g‘figfig .lcll (101! I} ..I LI .HJH. m. .‘I‘Il’t...’ . . 1 .33.; '6: «a: ..u .- .... nu“; ash-ii .- .- a. - 102 - a. z a. : up a. - no a. a. .. gaa.mh 2 Rmm.mm 2 $mm.mm 2 Ram.m: 2 Raa.mn .nhssas uo\osm hauaosvouu uuu>uuom «no oowunso Rmm.mu .Amv xuosoaa< 0» nu cussesss an owsssss nu onssss an cases In ones an out semen sawdust uofiuhsm you 2.o%m3am2 one 2.hausosuoumz 2.5aassowssoooz ooxooso on? ooonu mo Erma AowAv Anny n «.30 sew.no :.an “away Acnv N w.mh ssosa.:m ssH.Ho Anuv «0.30 Amuv Amnv sec.mh Aanv essc.uh sssssm.¢m z ...... eowugawoou one unoaawsuo fl Honowuoosoo no on: waawnmnoxm z .....OOCOOOOOO. “.0hfluafl Hmag mo ago house venue a -396 vs. 3.2:.» wauwdmfioxm megawauusm one ovum descaumonvammmumoSOXQ u o owouceo ouauusuummfl, Mesa uuom dons uooo> an: «wousbw mo eh 0008 how ease»! 3055 #33 5x ousuaaowuw< nmm. owwow< sou-Bowmnw‘ mam<9 shouoouun aua>auo< ~103- Summary of Part I: The extent of carrying out the thirty activities in working relationships varied among the three groups of agents and the teachers. To show the relative importance of the activities they were ranked in each area from‘high to low by average percentages of agents and teachers who carried them.out in their working relationships. The rank orders are as follows: Investigating needs and examining objectives of educational nrognams in ngniculture: First: Discussing community needs pertaining to education in agriculture. Second: Identifying common educational objectives of extension and vocational agriculture. Third: Discussing implications of current trends for program.planning in agriculture. Fourth: Conducting community agricultural surveys. Identifzing local potential in launchingreducational pro- gnams in ngriculture: First: Discuss the need for a specialist's help in a part cular project. Second: Calling each other's attention to competent people who might serve on advisory councils. Third: Discussi instructional materials, space, and facil ties locally available for carry- ing out educational programs in agriculture. Fourth: Exchanging information about each other's experience wifih advisory councils. -1ou- Planning educational_prggrams for youth: First: Worki out a program of cooperation be- tween -H club and FFA. Developing educational programs for out- of-school youth in agriculture. Developing criteria for agricultural projects of FFA and hdfl.club members. Planning educational prggrams for farmers: First: Coordinating educational programs of exten- sion and vocational agriculture for adult farmers. Arranging for meetings in.which farmers discuss agricultural problems with local resource personnel. Determining supportive roles in helping young and adult farmers adopt farm. practices. Organizing ways of conducting educational programs through special interest groups and associations. Planning for public relations: First: Second: Third: Planning for First: Sharing responsibility for publicity con- cerning educational programs in agriculture in the county. Developing means of securing public re- actions to educational programs in agri- culture. Developing means of publicizing results of evaluating educational programs in agri- culture. exhibits and contests: Work out uniform standards for contests in agriculture in the county. Second: - 105 - werki out plans for educational exhibits in agr culture. Evaluating educational prognams: First: Second: Third: Fourth: Crediting each other's contribution toward successful educational programs in agri- culture. Securing each other's reactions on newly planned programs. Discussing factors affecting success or failure of educational programs in agri- culture 0 DevelOping criteria for judging effective- ness of local educational programs in agriculture. . m lementing educational prggnams: First: Conducting county and other agricultural fairs. Exchanging printed and duplicated materials of mutual interest. Exchanging use of educational equipment and facilities. ' Utiliz each other's special knowledge and abil ties in particular teaching situations in agriculture. Conducting joint demonstration projects in agriculture. Serving as consultants on each other's advisory committees. -106- PART 11 Factors Involved in Working Rel at ionships Agents and teachers expressed involvement of several factors in working cooperatively. Some of these factors are directly personal, others are related to task perspec- tive and organizational set-ups. This part of the chapter is concerned with analyzing the involvement of factors in working relationships. The recorded percentages of the agents represent those who indicated the involvement of the factors in working with the teachers. The percentages of the teachers represent those who indicated the involve- ment of the factors in working with the agents. Personalitz and general characteristics: There were variations in opinions among the agents and the teachers concerning the involvement of factors of this area in their working relationships (Table XIII). ' Personality seems to be one‘ of the important factors involved. Agents , in general, indicated less involvement of the personality factor in working with the teachers. Approximately one-third of the agents indicated some in- volvement of age as a factor in working with the teachers, while a little more than one-third of the teachers indi- cated this involvement. Personal friendship was indicated as involved by approximately 60% of all respondents except the h-H club ° -~ «:1 4' ":13' s r - m..- Me! was» - .- 22" J‘ a fill?“ no « - - .. ’In eva'obew a1: ‘3' n-‘w-‘- «as. a ‘ . r banana as manila.) a. v em .11 n a $173.: L 4 91k genus "fifl.g.'u*‘ r, ' 1. -107- agents whose proportion was only #51:. Initiation of contacts was viewed the most important by all respondents despite the little variation in propor- tions who indicated its involvement. The directors' pro- portion was highest, followed by those of the agents for agriculture, the teachers, and the agents for 14-1! club. The democratic way of consultation seemed to be more important to the teachers than to the agents. The percent- age of the teachers who indicated its involvement was high- er than that of the agents. Also the degree of academic educat ion. seemed to have more importance to the teachers than to the agents. About half of the teachers indicated its involvement but less than half of the agents did so. 2 2 2 . 2 2 2 2 flmGo $3 I! 03.1.45. 2 2 2 2 Rmmo $n ll 06.1.4. .umosobao>a« nouoam sons hmo> no none poumowcca Ram. an an out .Amv xaeaoaa< on homes manages nosuusu non 2.co>ao>c« sons use»: one 2.co>ao>aa moss: 2.oo>aoenw 030a: ooxoeao on: soon» mo sumfl sonny Anny “may Ammo z ............ nonsmoneo oasoeuom o n.Nn sa.an n.nH 0.:N 5.0: a can no acumen AOBHV Ahnv “aflv “mmv 2 00000000000000. “OHuuqudnnoo “O m use $3.3 «....on was 23.3 a. 25 03308.3 .3 Rah-"V Ahnv AWNV Ammv 2. 000.000.0000.... E“: gflyocu‘floo A «.mh new.wh .sn.on «10.8» «eeH.wm 8 ma Obwumwuwnn AQBHV Aenv A‘NV Aamv z sosoeososeeososso a gfluouugu . N n.85 «0.50 te:.ac euwmn teed.nm 8 EH o>wumwuwfln m and £8 33 83 z 3:35?“ 3532. .l m «.mm sa.ow so.w: «no.3o sea.oo 3 «0 economoao . AGE-Hy Aknv AWNV Amnv z osssossoseessesoeosssso. “um 90 a m.an o.mn o.a« o.«n m.on a no annuaaaaam ““hdv ficnv Ava hanv z seesesssseoosoosoo “3&0, “unuo .. ...ne «26.3 3.8 «.5...» :52 a. use «a 5338?” oumucoo dhsuasowmuw mama auom aesouumoo> m1: ousuasowkwe snouoonan nouoem emanate «undue nouenommm . mOHHmHMMHURG>2H HHHX HAMuo>nw sons mno>2 nun 2.uonao>ma nonl2 2.ve>Ho>nu ease: poxoono on: coon» mos—umH find :3 . 23 83 z . . 3233 wanna...» 5 mega...» m m.cn m.au 0.5N «.mu n.5n R ooa>noeoma nno mo eononeuuwo ANN-"V “Nnv AaNV Aanv 2 0000000000000... “0““: “oufipflflu accesses» an wannnenn A H.0n m.nn o.a~ su.a: n.53 R uow>noennu nso no oooenomuwm Amsuv Amnv Aruv Army 2 .... nowuaanaenoone asanueosco N m.an «.nn H.HN «.mu A.n: R nso mo oonenouuwo lufadfimna one nowumoavm mo mooflonouuwo «23 £8 o5 83 z . . 3238 $383 a. $25.2» n can «.9 «.3 «.3 QB a conical: as no manhunt-3 ANNHV Ahnv A‘NV Amnv z 0.0000000000000000. “0““; “0”“ tone ascndfloeu an wnnsnann n n6: 2...... ed" 8...... 9.3 a «323-5 3o .«5 5232.3 Aouav Anny Anuv Amnv z ......... nonneanaewoona aeaonu u «.3 team a..." . ad: 5.? a -33» as no 52333 oneness ennuasowmufly unen ewenennihmm unsaved xflmm mudanaena was nowuaospm no sownwnsnwsnm Henonneoo> mu: onsnasownw< suneww now-nemmm enouoennm nonoem 62H2HQO>ZH >HN HAQ~o>flw nonoem some nno> no eons wouoonuen 8am.mu nu owe .Amv xnununn< on nomon canenou nonunnm nom 2.oo>ao>n« nose any»: can 2.co>ao>nw nose: 2.oa>ao>an anon: oexouso one econ» mo asmH N alum Aennv “one Anus “and z .......... auaunuonuwu no enonu 0.05 eeeem.aw m.Nm eeeo.:0 eeeee:.am R 0:9 an doaownonxo m: Amend Anne Anus none 2 ...........ousunsonnwm no enonu a.no .....a.«e s.nn o.ae n.ee a as» an «unannoaxo ans Aeanv Anne Anus name 2 ............. onaooa Hanan sun: n.~n ..xa.on .~.no ..«o.oe ..«an.ah a wananoa_an «unannoaxo a: scene Anne Away name 2 ............. canoes Hanan sun: n.nn «.«sn.en «.me ...o.so .«.o.ma a wansu03.en ooaonuoaxo one euounoo onnnasonnuw cnum Henonumoo> mu: onsuasonnw< enouoenum nouoam ewenen< a so we «Aenownmaon nanos.n« eno on fleaob one o no a ausmuaonemu, .mbzmnmmmxm. mo BZMZHQHO>2H >N mam no nos... ooumowunn Roamu ..i owe .Amv Kannada. on nomon canon—op nonunsu nom 2602.325 nose hno>2 one 2625225 803.: 230.325“ neon: panacea". 23 soon» mo 5m." to .0 a. a. : on o. ANNHV Aknv A3NV Amnv 2 00.000000000000000 “H.>0H "papa « «.0... «.3 of. was «.«e a. scan .58 venues «so; find :3 33 33 z 1...... 3333.9. 1.3333 one nonanouxm o>wuenono ... «.3 3.3 «.«a n.2, «.o« a -8 8253 2:333er no «cannon—as mo oonuuewxm . ANNHV Amnv AmNV Aanv z 00000000000000. “may. “aflafiuxfl Manson use enouanuewanauo ...... n 98 ....o« 2.8 0.3 than a noose. 5253 32.8333 1.. - ANBHV finnv AnNV Amnv z soeeoeeeeeoeseee H”>.H “papa “a mucus soweneuxm gnuanonooo a «.8 .«.«« 8.3 2.2.3 2.8 a an... 982236.. c.8332. no ensued." nudges— ennnanowucaom 3.30 :3 33 33 z 3253 antagonism 358 a «.3 item. «.8 :23 can a. no 3338 can unionism omen—nee 039.33% { Annex ..nom amnonucooew mo: ennui—ow? enouoonwm nonoam owenonb. [mm enufioeo no nude no suns? noHeuouxm Hag—£23.." usaon :uxnos an enouoE unseenurobefi powwowbdfi oEW announces; mmHmmgHgmm Aao>na non! knob: was :.vo>Ho>c« none: : .nouowm can no Hudsonaobcn nuns hno> no #025 nonconoam Rmo.m~ an a. up or a. -. op .- a. a. O a. o. o. .- .. p. a. an o- 2 2 2. 2 2 2 Rmm.mn nu ens... Ram.ma In as... Rm@.mn In on.. one .Amv Knoaonq< on nomon oawouoo nonunsm condonnu daon: ooxoono 0&3 «moan «0.85mH “@NHV Aknv AWNV Ammv z ..0....00..0.0..0.. ”Eda-“hm“ on xno3.:o«oaonxo can oaanw n .3 he“ «in oéa ham a -93 1.9332? 1.3383 no huwufloow ouonwnoo now @002 ..0....0..0.0.0.... ”ggOflhma Assay Amnv Amuv Amnv z Hocowuooon mo anaconda was endowo nonnaouxo husuoo coosuon 93 39.: in.am «a...» 3.6.3 a. 3328333 3333 «3.5.. now now new» ouonoooo no good 0....0..0........0.... Ag” 60%“ the £8 38 83 2 3:33 .33 96: Enema 81:3 _ axe one .nonunoo an on Hoonoo o.nn svo.wh «n.0n ....o.om «tam.:m R fl0£3.hm3m new panama ondnomou . .mév 333:8 5 53333 ....... nunauaoownmo Hocowuooob new unauasonnmu an sonodou Sn: :8 23 83 z .5 no 333.5 €323»: nanwoao no: on snow cosmos ed“ «.8 0.: flow ...nn a .. 5.25 v8 ~33538 .w.3 aconuossn no 55.8.? no 393 ammuaoo unauasowmufll unom accowusoob m1: onsnaaownw< snouoonwa nouomm owonsnw imm..nommmo no a no no a so no 1‘ acmwnenonuoaon :«xnos an snouoom saw no uuuaobHobca.mowomuoamlonw_ounuuoonoouw, HH>N mfln<8 mBZmZHMHDOflM AHO>ZH -119- Perceiving importance of working:relationshi2_: Teachers and agents seemed to perceive highly the importance of their working relationships. Even though prOportions of agents for 4-H club were the lowest of all respondents yet they were high enough (a range from.hh.7 - 79.0%) to indicate that they perceived working with teachp ers to be important. An interesting observation about Table (XVIII) is that only from “1.7 - Sl.h% of the respondents recognized that the public expects effective working relationships between extension agents and teachers of vocational agri- culture. Whether public expectations are valid, or whether agents and teachers are fully aware of public expectations are matters for further investigations. mtual respect of efforts was also recognized by a high percentage of all respondents. (The range was from a low of 67.6% for the h-H club agents to a high of 78.2% for the teachers). Over 90% of the teachers and a range of 73.7 - 93.2% of the agents showed recognition of the fact that their roles are complementary and that this factor is much in- volved in their working relationships. A.range of 57.9 - 88.8% of the agents and 85.2% of the teachers recognized the need for more than one educa- tional agency to serve agriculture, and that the factor is -120- highly involved in working together. High prOportions of agents and teachers indicated Imch involvement of their belief in cooperation and their concern for the welfare of the people in their working rel at ionships . auoocnncoov AWNHV Amnv AmNV Ammv z 0......0...0000...000. ”>“”O ”3 A m.mw sssssso.Na ssssso.mn sssso.mw m.:m fi manoma may no unaudo3 sssssss AmNHV Amnv AéNV Aanv z .........0.0.00000 non a-uuxuoa Hmsowneomona hum mo unmm N o.ww sssssm.om sssssn.on ssssn.aa ssssssN.nm fi a no flowumnmaooo ca «madam Ge: 38 33 83 z . . . 33335.. 2.8» 3 85w. Hmflowumoapo ado can» once o o.an ssssN.mw ssm.nn so.oo ssso.:m 8 now v00: 0:» mo flowumnwamom A35Av Awnv Amuv Ammv z ... mneufloaoamaoo one moaon nao m n.5m. sssssN.om sssu.nn ssso.~m ssssN.ma R van» noon «in no flownwnwooom “sane Ammo anwv Ammo z ....... unmunoaan an a: cassava . 3 m.mw sssssN.om sss:.mw ssso.wm ssssm.am R nowumowflneaou umnu nowuouwaoom u . A3NHV Afimv AWNV Aanv z 0....00e00.....0..0. ”UHOMHQ Ho 1 m a.mn sssN.wn sssm.ho sso.om ssso.wn $ uooamon aways: - ......OOOOOOOOOCOOOOOOC ”guano ANNAV Amnv Aauv Ammv z nwnmm Hwnownmoo> mo onenomon use euaowm coonOHXd nootuon a a .3 13m .2 ..3 1.3 3.8 a. 3333...... non 9.333 2.3330 ouooaxo undone any use» mowaom I, owwuuoo onanasownu< xnmm unom Hoaowumoo> mu: onsnasounm< enouoonua nonomm owmnoww -mo ononooo mwnow< soweuouxm domwnonownmaon :«xnoz Mo onowomm sum mo unoEo>Hman!pomnoupcu out unnomcoeuem whamzongfi ozaxao: no HUZEB¢OAZH OZH>HMUMMD NC BZMZH>HO>ZH HHH>X mAmao>:« nonomm some kno> no none ooumowvcw flam.mu an ous .Auv xwvfloae¢ on nouon nanonoo nonunnm nom :.vo>ao>:fi none knob: use :.oo>ao>:w 50:3: :.vo>ao>fl« usom: poxoono os3 coon» woe—Em.H ' Avonsaunoov HHH>N_ m4m<8 - 123 - Summary of Part II: The agents and the teachers varied in their Opinions with regard to the degree of involvement of the factors in their working relationships. To show the relative impor- tance of the factors, they were ranked in each area from high to low by average percentages of agents and teachers who indicated involvement of the factors in their working relationships. The rank orders are as_follows: Personality and_general characteristics: First: Initiative of self. Second: Initiative of the other. Third: Democratic way of consultation. Fourth: Personality. Fifth: Friendship. Sixth: Degree of academic education. . Seventh: Similarity of age. Education and training: £1525: Similarities of: l. In-service training in technical sub- ject matter. 2. Educational specialization. 3. In-service training in teaching methods. Second: Differences in the three items above. Experience: First: 1. One's experience in working with rural £29.99: - 12a - people. 2. The other's experience in working with rural peOple. l. One's experience in the field of agri- culture. 2. The other's experience in the field of. agriculture. Interorganizational relationships: Zim= Relationships between school administrators and county extension staff. Relationships between leaders of vocational agriculture and Cooperative Extension staff at state level. Views passed down from state levels. Existence and activity of county agricul- tural council. Existence of memoranda of understanding between Cooperative Extension and vocation- al agriculture. Intraorganizational requirements: First: Second: Difficulty in scheduling (e. . teachers cannot get away when school s in session, and extension agents have many nights tied up). Lack of adequate time for desirable working relationships between county extension agents and teachers of vocational agricul- ture. Need for separate identity of vocational agricultural programs and extension work in agriculture. Lack of clarity of functions (e.g. Smith- Lever and SmithAHughes acts do not clearly zyneqzezfu: I. u; u‘ «es «fa- -. ,- yuiuooim a: gust» 2-“. Taftgsat' M393 '(u -.. .19 ‘34., 3.13313 1&3! .\ f. - 125 - distinguish functions of extension in agri- culture and vocational agriculture). Perceiving importance of workinggrelationships: First: Second: Third: Fourth: Fifth: Sixth: Seventh: welfare of the people. Belief in cooperation as a part of any pro- fessional worker's job. Recognition of the fact that roles of county extension agents and roles of teachers of vocational agriculture are complementary. Realization that communication between county extension agents and teachers of vocational agriculture is important. Mutual respect of efforts. Realization of the need for more than one educational agency to serve agriculture. Belief that the public expects effective working relationships between county ex- tension agents and teachers of vocational agriculture. ****** The following chapter deals with opinions about work- ing relationships for effective educational programs in agriculture. CHAPTER V OPINIONS ABOUT WORKING RELATIONSHIPS FOR EFFECTIVE EDUCATIONAL PRCBRAMS IN AGRICULTURE This chapter consists of the findings with regard to the differences in opinions held by county extension agents and teachers of vocational agriculture concerning their working relationships. The main purpose was to test the first hypothesis of the study, namely, that there are differences in opinions held by county extension agents and teachers of vocational agriculture regarding: a. The desirability of carrying out certain activities in their working relationships for effective educational programs in agriculture. b. The effect of certain factors involved in their working relationships on educational programs in agriculture. The chapter is divided into two parts. The first part deals with analysis of the first section of the hy- pothesis. The second part of the chapter deals with analy- sis of the second section of the hypothesis. PART I Analysis of the Desirability of Carrying Out Activities in Working Relationships This part is concerned with the analysis of Opinions -126- tau. ‘1. ".9“. .-'y.-' ..J 'm‘ .s. .=r’s..; «: N «a. z t- .4 "“3" 8” in) .0 ;.3‘k;;-11Ev‘.1‘9fi .m’ aqlnanal'stx injduev n} . I thun.wn ?. efsvienx 35’ Quin b;3.§.n‘ - 127 - of the agents and the teachers with respect to the de- sirability of carrying out certain activities in their working relationships for effective educational programs in agriculture. Chi-square was calculated to determine whether or not there are differences in Opinions between agents and teachers at the .05 or .01 level of confidence. Relevant data are presented in 2 by 2 chi-square tables. Because of the few frequencies at the lower edges Of the rating ranges, respondents were grouped into twO categories. The first category Of 'positive responses' combines those who indicated the activity "desirable” and those who indicated the activity "very desirable." The second category of 'negative, neutral and no re- sponses' combines those who indicated the activity otherwise and/or those who did not respond. The analysis was focused on whether or not the working relationship activities were considered desir- able for effective educational programs in agriculture. Desirability of investigating needs and examininggobjec- tives as part of working relationships: ‘ Opinions Of the county extension agents and the teach- ers of vocational agriculture concerning the desirability Of carrying out the activities of this area were approxi- . .:. in; drum V . .5 - b ‘ 9 ‘1g'nn‘ . 222‘-..‘..--.. ...L, 81%;; #918374: g3" -~ - 'f ’~ 'r‘mn :53 5:315:13: r3 9'... ‘u awn. may one: aids Renoir“ - - 128 - mately identical (Table XIX). More than 90% of the two professional groups indicated that carryingout three activ- ities of this area in their working relationships is desir- able for effective educational programs in agriculture. Conducting community agricultural surveys was indi- cated desirable by a larger percentage of the teachers (80.6%) than that Of the«agents (71.3%). In general there was no significant difference in the Opinions of the agents and the teachers in the desirability Of carrying out the activities of this area in their work- ing relationships. engoson. n a one .3602 n use nouns—Opus. 9 Run a: a ... n < «O eofluooaao ~33qu u L6. .5330 935.3 use—OH - ”.8“ ON." N." 3 B 00......0....0.0. §UH90 n .. :«nwo a.“ flow noon—we ...: can a; a < 3 ufiflfinoa 33: hows—goo 3.3.9039 3.53.. 3&8 I a Illa-d) : Oofiouuwfluwm One—ob N eons—O com 053 eon condo com oz use eon—one >35 nod N Hanna—OF .03.. newez ss om.— enofiosoa non «2 «NH sun—owa. non dz mmHflmGthfld 625553 to Egan m4 mash—"Bung 22g” a mafia UZHHQGHSEH ho NHHAHSHmm—D NHN seen. ‘llllllj . - ~ spud ) I‘? I, I’InIll'illlll'l’., ,. an“ .903... (9:33va ._ b.3233?“ 0b.; . u: 2 “Euro .5... .3033 _ if» we Igmui . . .w. manage,» g g - 130 - Desirability of identifying‘lggal_pg§entiangor launching educational prggggms in agriculture asgpart of working relationships: The agents and the teachers seemed to be quite close in their Opinions concerning this area of activities (Table XX). Even though there was no significant difference at the .05 level of confidence, yet there were some variations in responses. The percentages of the agents who indicated the activities of the area desirable were somewhat higher than those of the teachers. In discussing the need for a specialist's help in a particular project the percentage of teachers who indicated this activity desirable was some- what higher than that of the agents. In general, teachers and agents considered the area desirable by a range of 69.h - 95%. .uhonomoa u a uca .uunow< u <«« oooooooooooo. ”andnonhhwm «.mn Asa n.a~ an a nu «anyways Hacoauaoauo : : muse. poo wcahhhmo you «Haw m.um aoa ~.sa am < -aaasm snagged coauaaaoam was .oooaa .oaowhuuoa Hasouuonhuuca unwoononwa . o.mo Aha o.m a a ...... uuuwwwmuaapowuumn : : ammo." a :«.aao£ o.un Howouau a . n.mm moa n.0a «A < now one: 0:» «usaonwn a 3000 “NH 00°” mm B... 0000000000000000 ”Aflogoo 1. : : can". hhouu>oo no“: cocoa . moms am A.~N an < thonxo u.uo£uo some poops . aowuuapomnw wcwwsqsoxm I. m.om nsa , n.oa nn H .... «duosaoo hwouw>oo so .wwo no: send.a . . o>uoo unwwa on: oaaooe a.om noa m.na “a < usouoasoo on so acouua s.h0&uo sumo fiasco no. nvaum 3&3 ..IB : ......Rm. : rl oocaowuuawam oaao> «x noouoaoom o>wuuuom condo now oz can «ozone hua>wuo< Hahpwoz .osmmwmoz as owa uuonomoa you «2 «NH aucow< “om dz mmHszloflflmM GZHMMOB,&O Hmon 3 1 H.HG aw." $0” 0d “- 00000000000000... ”3”?” . .wuo no: «moo. nunwo ca nusom Aoonoo «.0a Odd m.m «a < umouuno you namnwone assowumoauo wawnoao>on no. "Bus manna .IIIRW a ......B a oosoowuuswwm Osao> «N sonsomwud o>wuwoom nooao sum oz can unsouc huwouuo< .Hwhunomv.m>wuowmzwsa 2: 3283 was «2 «NH ousow< won fin mmHIMZOHHoa He. on ones unmoumucwwm Auv Onoaomoa u 9 use .uu:0w< u use N.om oaa m.m Na < sowuuouxo mo uaoumoue ausowuoosoo wcmumsavhooo 338.». 3&3 L a Ilkl : oosoowmaswwm 09Am> Nx noncommom O>Nuwaom nounomoom oz use nesouc zuw>wuo< I mamas—,1. gutsy—h. owa Quezomoa hon Nz NS 352 you ..z mmHEMZOHHo h.ae mm n.on am < mo «panama unanaoaaana no names wswmoao>on n.ms ”as a.a~ an a . casuaaoamuu ca naummoum : : mAcN. Hmnowumosuo Ou aaowuom N.Hm mm m.mH «N < :09 owansm wauusoou no names waamoauoon H00” WWH G0nH “N .H. 010i0000000000000000§ .mum no: NaNn.n sou :« Ohsuasownwa cw c.5e as o.n~ mu < maauwoua amnoaumoauo wan ‘ ashoosoo huwowaosm now zuwawowusoouon weaken“ 3. u X0 as Sumac : Ilka : cosmowwusmwm usam> Nx wouso OM O>Nuwoom moose mom oz can oesouu huw>guo< . MapusoF‘. OP." umwohr‘t... owa nauseous now Nz «NH uuaow< pom dz mmHmmZOHHQHmM OZHMMO3,&O Hm «x ounce com a>uuwoom moose add 02 van «@5096 haw>wuo< Manama: .0>mewwz «a owa causeway you «2 «NH oucow< you Hz mmHmmonsEflmm 62deczrho BflHxx mum<8 - lhO — Desirabilityiof evaluating educational programs in agri- culture as part of working_relationships: There seemed to be close agreement rather than dif- ferences in the Opinions held by the agents and the teach- ers concerning the desirability of activities of this area (Table XXV). A range of 83.9 - 89.h% of the teachers con- sidered the following three activities in their working relationships important'for effective educational programs in agriculture: 1. Securing each other's reactions on newly planned programs. 2. Discussing factors affecting success or failure of educational programs in agri- culture. 3. .Crediting each other's contribution toward successful educational programs in agri- culture. Lesser percentages of the agents (77.9%) and the teachers (72.8%) indicated that develOping criteria for ' judging effectiveness of local educational programs in agriculture was desirable. An interpretation of this may be that both pro- fessional groups recognized that develOping criteria for judging effectiveness is not simple to work out. But regardless of what might be the interpretation, about 3/h of the respondents indicated that the activity was desir- able. Among the teachers and the agents there were no significant differences in their Opinions concerning the an!" ,A’Aq‘irirli at“ :- --; '-“v Viiv'r'm. 9d: (.31.? Rubin} n w‘ .-.- rev mom essay. Mn way-'3. .. or!“ -ll+l- activities of the area. .uuuaumoa u B one .eunow< u «as m.nm and :.:a mu . wanna:ouhwo cu «anemone : 2 :ONM. HGQOHUQ09fi0 HudNQOOOOHwO n.mm mod n.aa 3a chase» companauunoo m.ho£uo Acme wflauHUOHU a.nm and A.ma mm . onsuasoamumaw mammmoum : : mmoo. amnowumoabo no damage“ o.nw «ca s.ea on no cocoons wsauooumm uhouomu wuwuonoowo . x o. 11. m.~s ama N.su a: .... «usuasuammw ca «Emma my : : swan. noun HonoHuoosoo Amooa mo . m.ns mm H.«~ nu uuoaooauoomuo magmas“ you owaoumuo wnumoao>oo . :.mm Hod o.oa ma ........ mmoum panacea .wuo you was". mason no «sowuomoh a.om ooa a.na ea o.uonuo some weansoom 13. «so: 3&3 L a . : oocmouumawam asao> «N dado com o>wuwaom sumac com oz can omnouo huw>wuo< Ragga... tween... owa causeway you «2 «Na uuaow< pom a2 meEMZOHHEAMM OZHMg03.hO HmN m0 NBHAHmom a .uosuo 50mm no m.nn ovum peace on moa>uom “use on a.uowmo ammo “Om “was ow mam unannouov .< no. a yous Snug LL 6 _ B cocoowuacwwm oaao> «x nonconoom u>uuuoom noncommom 02 was om:Oho . buw>auo< Heuuowzw.obaumw on owa nauseous you «2 «ua eucow< you az . mmHmmzonaaamm oszmoz.mo Hmxun mamwuom uao wuwmwuoo uo huwaunouwooo on» unwoumwou «cowowmo aw noosouuuuwa u n shaman Juan—Oman. on» no season—mom as I .mucow< as» «O nonconwom Afiuweom Hogans: .o>wumwoz twanouc aowuw>wuo< - 148 - PART II Analysis Of the Effect Of Certain Factors In volved inflWOrking Relationships on Educational Programs in Agriculture This part Of the chapter is concerned with the analy- vsis of Opinions Of the agents and the teachers with respect to whether or not certain factors involved in their working relationships hamper or promote effective educational pro- grams in agriculture. Chi-square was calculated to determine the differ- ences in Opinions at the .05 level of confidence. Signif- icant differences at .01 level of confidence were also re- corded. bRelevant date are presented in 2 by 3.contingency tables. In these tables respondents were grouped into three categOries. The first category of 'positive effect‘ consists Of those who indicated the factor "promotes some" and/or those who indicated the factor "promotes much." The second category Of 'neutral and no responses' consists of those who indicated the factor "neither hampers nor promotes” and those who did not respond. The third category of 'negative effect' consists of those who indicated the factor "hampers some" and/or those who indicated the factor "hampers much." In some cases few frequencies were Observed at one edge Of the rating range. TO calculate differences in Opinions about these factors, respondents were dichotomized' either between those who responded positively and those who - lh9 - responded Otherwise, or between those who responded nega- tively and those who responded otherwise, depending upon the direction Of the responses. Attention is focused on whether the factor was con- sidered as hampering or promoting effective educational programs in agriculture. -150- Effect of personality and general characteristics: It was interesting to analyze Opinions Of the agents and the teachers regarding factors of personality and gen- eral characteristics involved in.their working relation- ships. Table (XXVII) shows that the teachers and the agents differed significantly at the .01 level of confidence in their opinions concerning the personality factor. Of the agents, 32.0% indicated a negative effect of the person- ality Of the teachers with whom they had working relation- ships. A.much lower percentage of teachers (17.8%) indi- cated a negative effect Of the personality of the agents. A range Of 28.9 - 29.5% Of both respondents indicated that personality has no effect in their working relationships. On the other hand, 38.5% of the agents indicated a positive effect Of the personality of the teachers. A higher per- centage Of the teachers (53.3%) indicated a positive effect of the personality Of the agents. This might suggest a deeper sociological study about personality in relation to the working relationships Of the two professional groups. Teachers and agents also had significantly different Opinions at the .01 level Of confidence about the effect Of degree Of academic education as a factor in their work- ing relationships. Of the agents, 27.8% indicated a posi- tive effect of the degree of academic education of the teachers with.whom they had working relationships. A higher -151- percentage Of the teachers (50%) indicated a positive effect Of the degree Of academic education of the agents. An in- terpretation Of this might be that the agents' higher level Of education as was found in Chapter IV was considered favorably by the teachers. If this is true, advanced study by teachers might help them in their working relation- ships as well as in their educational work. fr There was no evidence that the teachers and the agents i disagreed in their Opinions concerning the remaining fac- : tors. In fact, their Opinions were very similar. Of the respondents, a range Of 18.8 - 31.1% indicated a positive effect of the similarity of their age. A lower percentage (6.1 - 7.“%) indicated that the factor has a negative effect. Closeness Of personal friendship was considered to have a positive effect by approximately half Of both groups. A very small percentage (2.5 - 5.6%) considered the factor to have a negative effect. ,The Other's initiation was considered to have a pos- itive effect by a range Of 51.1 - 55.7%»Of the respondents. A lower range of 16.1 - 19.7% considered the factor to have a negative effect. Self-initiation*was considered to have a positive effect by about 60% of the respondents. A lower range of 11.7 - l6.h% indicated that the factor has a nega- tive effect. A democratic way Of consultation was considered to ,‘ . . 1J2 .L‘QD‘ ..|-/’.‘ "‘- .- a‘ err: .. «..aw won-.1315» ‘. : z -o'. i? W .9 """’°‘~"n 0‘“ iv :95 ."u‘ 7‘ .~,: «'a'.‘ "v.11!” 52:27 '7 m .. u :2 must: 9:49 ism fissure, $0.3; f ‘0 a”: - . ‘ ...Q.\Is 1‘" -152- have a positive effect by 55.6% of the teachers and by 52.5% Of the agents. A very small range Of 9.0 - 12.2% Of the respondents considered the factor to have a negative effect. .OO=OOwH:OO mo ao>oa do. us Oman unnowmwnwwmAev .ehocosoa u H was .ounow< u Humwofl on» no eaaoo on» ca eowocono0hu ens sumac oeuahonuo was abwuweon any cooauon summonses wawuwsouonowo hA.oouoanoaoo mos.o:ao> «Na c.0m. om m.m¢ mm H.H N B ........ nbwumonvo w¢soauwnwwea Noam.na ouaoooom A mwmm an m.mo {mm n.N ,m < . mm£.mo seamen o.mn OOH N.Nn mm N.NH «N H ........ BOmeuanm : : on:w.a 3:00 no nos Mnmm Hm m.mm nu o.n HA < mmuohooao a . = : «soo.~ o.oe eoa n.w~ an s.aa as a ...... sasflmmmmmwm m" .b.om fin m.nn mu u.mH. on % uaoo mm o> us a 1. e : anus." a.an «a m.~n an a.ea as a ....... ea mmwmew . RE lbml khmH 1.1.5 % 130 cm o>wmrouuwatfi «moo. H.am «a n.n: ms o.m OH H . owneoaownu.amuoe : : a touch Hm m.h: mm m.n m a then O amendmo . . H.Hn mm m.No nae H.c AH H ...........o m 950 3. .2. 38 m E Rt ...E. a a E. .... ... a Goo cm m . n.nn mm a.wN um m.hA «n H ..... hoxh03.ho£uo Awe was a mace a m.wn «a m.m~ on o.~n an < on» no euaaecoeuom no. u x. as Snug IIBIIIIIIIIMI : llurlllllllwnl oossowmwomam oaao> x vacuum condo mom O vacuum corona nouomm N o>uuweom one o>wumwoz as . Hwaunwz. owa mastecOH mom «2 «Na eusow< pom Hz mUHBMHMMBUxN HAQoa do. us Ooam unmowmwowwmAav .osonoooa n a one .oucow< u muwmon onu awesome summonses uawswaouocowo no wouoanoaoo on: 09am> axe .n cos» need one: -156- owa caucuses son «2 euaow< you #2 Esta»— HHH>XNW MHmuoosw H.nH ma m.m~ HMMHI < unalmmloo:0hommwn «.5N m: N.ne o.m a ...... houums posh Awwooamwcwwe nose Hoomcnoou cw A.NN 5N n.ao 3.9A < wawowmuu sow>uoeaw n90 mo ounces o.nu o: m.mo m.m a _ ... cowumawamwoo e .mwe no: ascowumoaoo o.nd ma m.nn . < uflo mo oocwhommfia u mangoes one sowusosom mo moooouommwa .m «.3 S ode ad a .358. $383 5 oomm.«a wawcwmnu oow>u0mcw .IrmhmHIIIMN m.uw m.m < moo O means a m.m: mm. :.a: n.a a ...... houses was smnon.h none Hoowcsoou cw mén o: m.$ a..." < wow—Jaws 03:02: .30 We auauepsmm m.mn OOH N.N: N.N B ... cowusawamwosnm Ameowuwawwm s:naa.ua amnowumosvo ...:n «a mic mflbPIIImW a. use holuauaaefiaam u “awash one cowuooaom mo sowuwumawaum .< two. .... x. a. a s L . L noncommummwm snac> «x uoouum esenonoom Oz. uoouum undone souoom o>wuwoom obwumwoz ~157- Effect Of 'experience': . Table (XXIX) shows almost identical Opinions of the teachers and the agents concerning their own experience in working*with rural peOple. Approximately 70% of both groups indicated that the factor has a positive effect on educational programs. About 26% of the respondents took 0 c.,' the neutral position and a negligible percentage of both (about 3%) considered the factor to have a negative effect. Regarding the remaining factors of the area, Opinions Of the agents and the teachers differed significantly at .05 level of confidence. “a e . “nerQ-t. -_ A higher percentage Of the teachers (73.3%) con- sidered that the experience of the agents in.working with rural peOple promotes effective educational programs in agriculture. A lower percentage of the agents (62.3%) considered that experience of the teachers in‘working'with rural peOple has the same effect. The case may point out that the teachers, in contrast to the agents, need more experience in‘working‘with rural peOple. Experience in the field of agriculture was considered a factor which promotes effectiveness of educational pro- grams by a range of 6h.7 - 78.3% of the respondents. But the interesting Observation was that a higher percentage of the teachers (76.7 - 78.3%) than that of the agents (6h.7 - 65.6%) considered the factor to have a positive effect. An interpretation of this might be that differences -158- in work orientation toward the field of agriculture exist at the present time. .A .mhofiomoh n B one .mucow< u <«« ammo own» cw Goodman mo acumen .n cmfiu used one: sown o>wummoa ago no maaoo on» :« nomocozvopw as» suave sows uhosuo one o>wuwmoa 0:» floosuon nooaoauoh waHn«80uonowo an ooum~90amo no: unas> Nxs 5...: one f: 8 5:— n a 9533?? unwound—wan «89.... no 3a: «5 5 5.30 m5 ¢.5N :n 3.5 m < soaowhoaxu m: . man :1 98 B . a; u a 9338234 unsowmwnwaa «amon.n mo oaswm 0:» :w w 99.. 8 2“ an ad a < 8:339.» 3m 1 . $.05 5NA H.0N 5: m.n o a ..... danced Hausa .wqa no: senao. cows wcwxuoa ow v.65 on «.3 «n ad a a. 02.3398 a: n.n5 «ma w.NN a: m.n 5 a ..... deacon Adana ucoowuwnwus unna.m now: wcwxuos ow néo on ....R an 3.. S < «2.3398 3m 3. ....8 as 3&3 L a x a m : socooumwowww unam> «N vacuum condo sum 02 ‘ vacuum mnaouw houosm o>wuwmom o>wuswoz as “handba— oma 3388. you «2 «we oucow< you Hz .mozmHmmmxm. ho BUMhhm NHNN MAmoa so. as case «caaumaawumauv .mhonomoh u B one .nuaow< u <«s .A some was» :« Housman mo acumen .m can» mood one: sows o>wumwoc sou so edges on» cw sowososvohm one cones saga nausea one o>wuuooa on» cassava nonconauu wcfiuuaouonowo an ooqu:0Amo mm: oaam> «Xe - 162 - owa euofiosoa hop 52 oufl0w< Mom #2 mmHmmZOHHoa ousuo scum LMthlllwml 54w: 5n m.mn an Aw atom woenma mac ...... ousuasowu o n.mn H5 N.Nm :m n.» ma 9 auscuumoo> one sows .wwo yo: sme5.N acouxm o>uuehoaooo m.o~ on o.wo no m.u n < cuoauoa wseosaun spoon: mo soamuo usua{mm oossuowmm 0.0000000... “may“ n.n~ N: A.Ao 0AA w.ma mm a cowssouxo mussoo stowmacwwu :3:o.w: one snououuswswa A n.uo o5 :.mu an n.«a ma < nos Aoozoo some» -un.uamewaouuaemw Ho>oa ououo as «mean o.o: n5 w.o: an m.NH .mu 8 nomaoouxm sowus uuoeooo one ouauano «.mn m: o.a: on 5.aa on < nwums Honowuooo> mo encoded sooth -omymmuamsomumwmu 00°“ HQ 306” HR OOGH ”H a Osossseoss Hflucaoo .wwn no: Hounuaaowuwo n.:a an a.nm we o.e N < masses no 5au>uu now one oocouowxm R a H a R a consummwawwm ~9He> «x uoouum usenmmuom ozll uoom u mmnohu houoom o>wuusom s>uus oz ...»..ZUL. . mu~€bu .4. .Jm! . ..w......P.u. - , .. .-....uwuwn . .... 39...?“ . , 54:4). ,~ ..0 .. ... or... a... a 9325 en {cum 2...... _. Joni .. ..1... s _ ....P9 22%”: -163- Effect of intraorggnizational requirements: Intraorganizational requirements of the COOperative Extension Service and of the school system seemed to have the most direct and decisive effect on educational programs. Table (XXXI) shows a noticeable tendency in the direc- tion of responses toward the negative effect rather than toward the positive effect. The teachers and the agents who indicated the positive effect of the factors of the area are few (approximately 10%). The percentages of those who considered these factors to have a negative effect varied but were higher. Of the agents, 1h.8%, and of the teachers 20% considered the lack of clarity of functions of extension in agriculture and vocational agriculture to have a negative effect. A majority of the respondents (70 - 76.2%) took a neutral stand. The need for separate identity of vocational agri- culture programs and extension‘work in agriculture‘was considered to have a negative effect by 22.1% of the agents and 15% of the teachers. A majority of the respondents (68.1 - 75%) took a neutral stand. Difficulty in scheduling was the factor considered to have a negative effect by the highest percentages of the agents (67.2%) and of the teachers (72%)'who responded to the factors of this area. Lack of adequate time for desirable working relation- ships‘was also considered to have a negative effect by ~164- 62.3% of the agents and 66.7% of the teachers. Why the difficulty in scheduling, and why the lack of adequate time for desirable working relationships, are matters for further investigations. Attention is called to the fact that, in responding to each item in this area, there have not been significant differences in the Opinions between the agents and the teachers, but responses among the items varied considerably. .euonomOB u a one .eunow< u <«« 0.0a 0H omnn.N 0.0 NA n.0H 0H 5.0M ma N005. o. e. 5.0 NA 0.0 «A on .. 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B 3.5 ¢ a «nounonaqm 000:0000M no 00w00600u0m «tnnbouo no abouoah nommu0umn CHAPTER VI BACKGROUND CHARACTERISTICS AND OPINIONS REGARDING WORKING RELATIONSHIPS Age, college degrees achieved and length of experi- ence of the county extension agents and the teachers of vocational agriculture are "given" characteristics. These characteristics are "given" in the sense that they are re- lated to the composition1 of each group. Even though these background characteristics are not the entire base of relationships between the two groups, yet they may "set the limits to the range of variation possible for the two groups, which are somewhat differently organized."2 In this chapter, taking this part of 'Homan's' theory into consideration, age, college degrees achieved, and length of experience of both professional groups were re- lated to their opinions about activities dealing with in- plementing educational programs in agriculture. The three background characteristics were also related to opinions of the two groups regarding factors which deal with intra- organizational requirements of extension and vocational agriculture. The purposes of analyzing the relevant data were to 1Romans, 22. cit., p. hhé. 2Ibid., p. #47. - I77 - - 178 - test the second hypothesis of the study, namely that there is a relationship between selected background characteris- tics such as age, degrees achieved and length of experience, and opinions held by county extension agents and by teachers of vocational agriculture.regarding: a. The desirability of carrying out cooper- atively certain activities for implement- ing effective educational programs in agriculture. b. The effect of certain intraorganizational factors on educational programs in agri- culture. To test the first section of the hypothesis, chi- square was calculated to determine whether or not there are associations at the .05 or .Ol level of confidence between the background characteristics and opinions expressed by respondents. The results were presented in 2 by 2 tables. Because of the few frequencies at the lower edges of the rating ranges, respondents were grouped into two categories. The first category of 'positive responses' combines those who indicated the activity "desirable" and those who indi- cated the activity "very desirable." The second category of 'negative, neutral and no responses' combines those who indicated the activity otherwise and/or those who did not respond. . In testing the second section of the hypothesis, chi- square was calculated to determine whether or not there are associations at .05 or .01 level of confidence between the - 179 - 'background characteristics and opinions expressed by re- spondents. The results were presented in 2 by 3 contingency tables. In these tables respondents were grouped into three categories. The first category of 'positive effect' con- sists of those who indicated the factor "promotes some" and/or those who indicated the factor "promotes much." The second category of 'neutral effect and no response' con- sists of those who indicated the factor "neither hampers nor promotes" and those who did not respond. The third category of 'negative effect' consists of those who indicated the factor "hampers some" and/or those who indicated the factor "hampers much." - I80 - ége and opinions regarding cooperation in implementing educational progggms in agriculture: I A general observation from Table (XXXIII) is that opinions of the majority of the teachers; younger and older than 35 years indicated that carrying out the activities of the area is desirable. No significant re- lationship was found at the .05 level of confidence between the age of the teachers and their opinions regarding coop- eration in this area. The percentages of the younger agents who indicated that carrying out these activities is desirable were lower than those of the older agents (Table XXXIV). The case was true also with responses of the younger and the older teach- ers. The only exception‘was regarding the desirability of 'conducting county and other agricultural fairs.‘ Propor- tions of the younger teachers who indicated that carrying out the activity is desirable was larger than that of the older teachers. A significant relationship was found at the .01 level of confidence between age of the agents and their opinions regarding the desirability of having teachers and agents serve as consultants on each other's advisory committees. The percentage of the younger agents who indicated that carrying out the activity is desirable was Sh.5%, but the percentage of the older agents who indicated that carrying out the activity is desirable was much higher (80.9%). -1.81- No significant relationship was found between the older and younger agents regarding the remaining activities of the area. Both the older and the younger agents indi- cated that carrying out these activities is desirable by a high range of 81.8 - 9h.h%. 005m 0” HON." H." a; n” A sessesossoeosss ”OWNUHHHUQM : : oaau. 0:0 u:0anwnc0 H0:0w000 m.mml. mm n.mH 0H 00> mm V n: 0 o 00: w: w:0 0x m.:m 00 0.0 m up» mn.m .......... 00000000 000000 : : unwo. mo 0Hmwhouwa voumowamsv 0.uo am w.m m 00% mm my 0:0 00::00 w: m:0 0x m.:m ow m.n m 00% mm A” .Hnow: 0 :« 0:00000ua0 a : : Nada. 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Hflm<fi - 18h - Age and Opinions regarding effect of intraorganizational factors. Table (XXXV) shows that a larger proportion of younger teachers than older ones indicated that the factors of this area have a negative effect on educational programs in agri- culture. The reverse was true with the few who indicated that the factors have a positive effect. The proportions of the younger teachers who indicated the positive effect of the factors were smaller than those of the older. These differences in proportions were not sufficiently high to show significant association between age of the teachers and their opinions regarding the factors of the area. Among the agents, prOportions of the younger who in- dicated a negative effect of the factors were larger than those of the older (Table XXXVI). The only exception for the case was the opinions of the agents about the 'diffi- culty in scheduling.‘ Responses of the older agents (70.8%) who indicated the negative effect of this factor were more than those of the younger (57.6%). An interpretation of responses of the agents with respect to this factor might be that most of those who were older agents were directors and had many duties to carry out which might be in conflict timeawise with schedules of the teachers. A significant relationship at the .05 level of con- fidence was found between age of the agents and their - 185 - responses toward the factor of the 'lack of clarity of functions' specified in the Smith-Lever and the Smith- Hughes acts. Of the younger agents, 21.2% indicated that this factor has a negative effect, and 18.2% indicated that the factor has a positive effect, 66.6% took the neutral position or did not respond. Of the older agents, 82% took the neutral position or did not respond, 12.h% indicated the negative effect of the factor and a few (5.6%) indicated the positive effect of it. An interpretation of such responses might be that the younger agents have less consensus than the older agents regarding their concept of the functions specified by the Smith-Lever and the Smith- Hughes acts. «.3 «a 0.«« 8 «.3 «« ...: nnA.............. 833300.. 5 3003.:ow0:0uxo 0:0 eaunwouo 00 0 0 0 0 0 0 “BUHQOH a HQ:°.% UQOO> I:0uxo 50:500 :003009 00w£0 0 000000 0 o 00 .. .. . ««nn.« «.0 0 0.3 S 0.0.. 3 PE 3v Huh—380.60 $5332. 0o thm:00H 000:0000 no . «.2 «a 0.8 ..« ...8 on 8; 3A «a .0383 as. 350.. :3. .. .. ..«8 n a.« « 0.3 «a o.n« no :5 nnv Lannie: 05.0.9. «39:30 3.3.. «.« « a.o« 3 ...: 3 9% ...«A Am: 03» Ba an 03 «>2. - 186 - .wwn no: aONA.N 00:000 :o«0:0ux0 0:0 .:o«0000 0.0 m «.o« 3 «...: 8 9: 3v 5 3 08:8 5a; «as you 00::00 0:0:0000 .w.0v wawH900000 : >0 :0 ...... onauaaow 0 A0:owu0oo> «.3 «a 0.8 «0 «.3 «a at 3A 08 83:820.. 5 0333 ux0 no 0:0«00::u zewnw:«00«0 «.0 0 0:: so ...: S 9: nnv 3.03.? no: 8 3% 3:02. -5000 00.. 033.0300. .060 0:0«uo::u no huuu0ao mo x00a no. u 00:00«m«:uwm 05A0> Nx aa an 00 um muuuvv nnA no H0909 nnv «o Huuon. 000umm 00:0 000 oz uooumm 005006 000000 0500 000L000 00.33»? 0300002 mMOHO05 «.0 n.NN ON 0.0h no 000 nnAn00:0w0 :00000Hx0 0:0 .:0«0000 . .wun 00: n500.n :0 0« 500500 :05: 0030 7 «.0.— N.:N m 0.0m a." 00.» mm V 00w 00056 00050000 .w.0v ”w w:HH:00500 : mu :0 ...... 00:0H500 0 a0:0wu000> . . 0.0 o.«0 n« 0.3 S 0.: 00A 0:0 003380000 :0 5:23 0:00«m«:ww0 0500.0 -00 «0 0:0«00::m 5uwaw:wu0w0 «.3 0.00 o« «.3« « .00 00V 3.8vo 02. 3 30.... 030:0 -3030 0:0 033.5300 .060 0:0000::u no 0000050 «0 Joua no. u 00 00 munu0¢ ..Blllll: IIBNII..:..|I. ..B.-...: . 1 00:0ofimu:wwm 0DA0> «x 000uum 00:0 00m 02 uo0uum 000009 000000 mm mm 0>HuH00nH0:0 H00majz-0>000wwzt 00 A no 3300. 0... V 0a 0300 WMOHUKKX m4n<8 - 188 - College degrees achieved and opinions regardingrgogperation in implementing educational programs in agriculture: Table (XXXVII) shows that the majority of the teachers were close in their Opinions regarding activities of this area. High percentages of those who had bachelor's degrees and of those who had master's degrees indicated that carry- ing out these activities is desirable. No significant association was found between degrees achieved by teachers and their opinions with regard to the desirability of cooperation in the area. Table (XXXVIII) shows that the percentages of the agents who had master's degrees were higher than the per- centages of those who had bachelor's degrees in indicating that carrying out these activities is desirable. A significant association was found at the .01 level of confidence between degrees achieved by the agents and their Opinions with regard to the desirability of having teachers and agents serve on each other's advisory com- mittees. Of the agents who had bachelor's degrees, 68% indicated that the activity is desirable. A much higher percentage (9l.h%) of the agents who had master's degrees indicated that the activity is desirable. Now, it might be concluded that the agents with higher college degrees view the merit of having teachers and agents serve on each other's advisory committees more highly than the agents with no graduate studies. .0000w00 0.000006 005 053 00059 52V .0000w00 0.00505005 005 053 00059 Any; 0.00 an 5.55 a z ................ 0050555000 : : mann. 0:0 0:0505300 50:05000 manm mm N.w5 LMH m. 1:00 mo 00: wcmw:0m0xm m.mm on «.0 m 2 ........... 000000:5 50:09! : : 50000. no 050500006 0000055090 m.un no 5Hm m m 0:0 00 5500 w: w:0 0x 066 on «.0 n z . 005055—050 0 :5 0505009050 : : onoo. w:550000 005905000: :5 00505 a. «a «a 0.« « 0 -500 0:0 0003.85 330000 0000M0o 5000 w: a 0: . mcoo. 0.00 o« o.n5 55 z .. 00500 5005059050 0 00500 9 : : 0.5w Fm H.NH NF m @flm %UC.5500 W5» 05 6.0 m @QNm n“ a.“ w : CCIOOOIOOOOI... ”hauH‘flOH a : : nwno. :5 0000ho0: :0500000 . 0.00 «0 5.N5 N5. an u:o:0m 0:mom w:m00:m:on ”ON“ mm “CNN “N z ......OOOOOOCOOC n.0uuHEOO .w50 0o: duuo. >0005>00 0.00500 5000 :o «.00 oh n.0u on n 00:00550:00 00 w:5>00m no. u 00 00 A5um0v LJIIFII 00:005055w5m 0:50> «N 000:0 00m 0>505000 000:0 00m 02 «000000 >05>500< 0:0 .5000002 .0>500wwzr 50 u 52v 000000: 0.00000: 005 053 00050 no 50009 00 u any 0000w0o 0.00505000 005 053 00050 no 50009 HMDHQDDHMU< 2H mxMH=D< mummumn ho mHmMZOHH05 5o. 00 0050 0:00000:w0mA0v 30H” kn ”.md ”A z ................ nvfiuflHHOQ“ : : oasu. 0:0 050600900 50:00000 0.00 mm ro.0n NH m n900 mo 00: w:ww:0m0xm ¢0Na “W H.“ n 2 00000000000 U.”pfluuanofi Hoflug : : 00:0. 00 050000006 0000005090 bhbh.: mu D.DH m thy 0:0 00 : 00 w: w:0 0x 0.00 00 0.05 0 z . 003530 0 :0 23000300 : : mNoo. w:050000 0059000000 :0 00000 0.00 :: o.N5 o m -5050 0:0 0m00530:3 5000000 0.00500 5000 w:00 . : : mwoo. 0.00 n0 0.05 h 2. ........ 00000 5009059000 0 o E b. .0 9 o.mw No : dd m x .............O. “sudfl'Oflhu 1. .w00 00: 0050. :0 00000000 :0000000 . 0.00 n: 0.05 0 m -noaov ua0on wawuosccoo aofl¢ :0 com w 2 0000000000000000 ugggyggg 0:00000cm00 nnm5.a 00000>00 0.00500 000 :0 500 0.00 an 0.00 05 0 00000500000 .0 0>0¢0 no. u 00 00 m5u00v : 00:000u0sm0m 09503 «x on on 520 I...» 000:0 00¢ 0>0000om R : 000500000 02 «009000 0000000< 0:0 .500090z .0w000m02 0000000 0.00000: 005 053 00050 00 50009 any 0000000 0.00505000 005 053 00050 00 50009 MMSHHDUHMQ< 2H mzmHEU< mummwmn m0 QHZMZOHBKXN mflm<9 - l9l - College degEees achieved and Opinions regarding effect of intraorganizational factors: ' Nb significant association was found between college degrees achieved by teachers and their opinions with regard. to the factors of this area. However, the three first fac- tors shown in table (XXXIX) were viewed to have a negative. effect on educational programs by more teachers with bach- elor's degrees than teachers with master's degrees. Few of both groups of teachers (1h.2% of those who had bachelor's degrees and 16.1% of those who had master's degrees) in- dicated a negative effect of the separate identity of voca- tional agriculture programs and extension work in agricul- ture. A significant association, at the .05 level of con- fidence, was found between college degrees achieved by the agents and their opinions with regard to the 'difficulty of scheduling' (Table XL). 0! the agents who had master's degrees, 77.1% indicated the negative effect of the factor; 56% of those who had bachelor's degrees also indicated the negative effect of the factor. A reason for this result' might be that the agents with higher degrees are holding the positions of directors who, again, feel too busy to adjust their time schedules with.those of the teachers. No significant association was found between college degrees achieved by the agents and their Opinions regarding the remaining factors of the area. .uOOhwoo e.uouuoa on: oz: smock sz .uoouwov o.uoao£omo Us: 053 smash Amva m:¢a.a he a. o. .- mmom.n :.h A.NH m.:a H.h n.oh n.nn n.3N N.AN No as ON AN A.©H N.:H n.0m h.Hh an as a: as 2. n 0000000000.... ”SUHnHOfipr“ a.“ xuoa.cowa:ouxo new naouwoun amhfiuaaowhwo guacauooo> mo zuwuaomw oumumooo no 00 ...... ousuanow w Ascowumoo> mo ehozomou use eunowo cows csouxo huuaoo Bassoon newne uaowumaou wcwxuos odomumeuv Nash. a. o. - 192 - I .weu uoc Hahn.: N.o a.u m.m A.AH :.nu «.ma m.nn o.no ma ma no no :.ON 5.35 n.nH n.mN mm an AA mu no oEHu oumaoowm mo moon ... nun new» eucwwc hams o>a£ euaomm couscouxo one .cowuuoa ca cw Aconou :05: head now assume nuances» .w.ev wnmanoosom cw nuanomuumn ...... ounuaaowuwo Hmcowuooo> one ohnuaaowuww cw scamsou axe mo ucowuonnu somawcwuowv hanmoao no: on ouom nonwsm unawam one uo>oqo£uuam .w.ov ecouuoaau mo huuumao mo xoqa no. 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R \\\\\o\A.\ §\\\\\V\\\\\\kfi\\.\\ - pomuwuuu nmsnsnummnmsmsxummnmsmumm\‘ 0000000000 000000000 00 00m00000000 00 0w00000 000000000 CHAPTER VII SUMMARY AND CONCLUSIONS Objectives This study has as its objectives: (1) to identify certain activities and factors involved in working relation- ships of county extension agents and teachers of vocational agriculture; (2) to determine differences in opinions held by county extension agents and teachers of vocational agri- culture with regard to the desirability of carrying out certain activities and the effect of certain factors in- volved in their working relationships; (3) to determine among county extension agents and among teachers of voca- tional agriculture the relationship of certain background characteristics such as age, college degrees achieved and length of experience, and their opinions with regard to (a) the desirability of carrying out certain activities for implementing effective educational programs in agriculture, and (b) the effect of certain intraorganizational factors on educational programs in agriculture. Procedures On the basis of the literature reviewed, and con- sultation with leaders of the Cooperative Extension Service and vocational agriculture, a checklist was prepared as the instrument for collecting the needed information. The checklist was pre-tested by four county extension agents - 207 - -208- and four teachers of vocational agriculture who had been in service for more than one year. The survey checklist contains three phases. The first phase contains four items of information about the respondents. The second phase contains thirty activities. Teachers and agents were asked to check eadh activity twice; once for carrying out the activity and the other for the desirability of carrying out the activity in their working relationships. The third phase contains thirty- three factors which were thought to be involved in working relationships. Respondents were asked to check each factor twice; once for the involvement of the factor in.working relationships and the other for the effect of the factor on educational programs in agriculture. The survey checklist was printed in two forms; one for agents and one for teachers. The forms were mailed to the population of the study in 61 counties of Michigan. The population consisted of all teachers of vocational agriculture who had had at least one year in service and of the county extension agents in the counties where the vocational agriculture departments were located. The agents included were all county extension directors, agents for agriculture, and agents for 4.3 club work.who super- vised agricultural projects for boys and girls. All the agents included had had at least one year in service. Of the 20k teachers requested to participate in the - 209 - study 180 responded (88.2%), and of the 129 agents requested to participate, 122 responded (9h.6%). Responses were re- corded on IBM cards. Punching, verification, and frequency countings were made by the processing laboratory of Michi- gan State University. ‘MISTIC was used to calculate chi- square values for testing the two major hypotheses of the study. Position of the respondents was used as a primary independent variable. Age, college degrees achieved, and length of experience were used as independent variables for testing the second hypothesis. The determinent level of confidence used for accepting the research hypothesis was .05. The .01 level of confidence was recorded also. Findings gagkground characteristics of respondents: . 1. Position: Of the 122 agents who responded to the study 59 (h8.h%)‘were directors, 25 (20.5%) were agents for agriculture, and 38 (31.1%) were agents for h-H club ‘work. A total of 180 (88.2%) teachers responded to the study. 2. College degrees achieved: The proportion (“5%) of the teachers who responded and who had master's degrees was less than that of the agents (57.h%). One agent for agriculture had his doctorate degree and one director had no college degree. The remaining prOportions of both professional groups had their bachelor's degrees. - 210 - 3. figs: The teachers who responded were younger than the agents. In comparison with the agents, variation in the age of the teachers was not as great, and there was a tendency toward a younger age. h. Leggth of experience: The teachers who responded in comparison with the agents, had less years of exper- ience as educators. Activities and factors involved in workingfrelationshipg: The extent of carrying out the thirty activities in working relationships varied among the three groups of agents and the teachers. The respondents also varied in their opinions with regard to the degree of involvement of the factors in their working relationships. Opinions about activities of working relationships: The results of testing the first section of the first hypothesis, that there are differences in Opinions held by county extension agents and teachers of vocational agri- culture regarding the desirability of carrying out certain activities in their working relationships for effective educational programs in agriculture, were: Opinions of the teachers and the agents differed sig- nificantly at the .05 level of confidence with regard to coOperation between h-H club and EPA. The proportion of the agents who indicated that carrying out the activity is desirable was more than that of the teachers. l1 .1. I!‘ I‘ll: - 211 - The teachers and the agents also differed in Opinions with regard to arranging for educational meetings for farm- ers. The proportion of the teachers who indicated carrying out the activity is desirable was more than that of the agents. Opinions of the teachers and the agents did not differ significantly concerning the remaining activities. Thus, this section of the hypothesis is partially accepted. Opinions about the effect of factors involved in working relationships: The results of testing the second section of the first hypothesis, that there are differences in opinions held by county extension agents and teachers of vocational agri- culture regarding the effect of certain factors involved in their working relationships on educational§programs in agriculture,‘were: A significant difference was found in the opinions of the two professional groups at the .01 level of confidence with regard to the effect of the following factors: . The other's personality. 1 2 Degree of academic education. 3. Similarity of educational specialization. u . Similarity of in-service training in technical subject matter. 5. Difference of in-service training in technical subject matter. - 212 - 6. Similarity of in-service training in teaching methods. Teachers and agents differed significantly in their opinions at the .05 level of confidence with regard to the following factors: 7. The other's experience in working with rural peOple. 8. The other's experience in the field Of agri- culture. 9. One's experience in the field of agriculture. In their responses, the teachers considered the above nine factors as having greater positive effect on educa- tional programs than did the agents. A significant difference was found between Opinions of the teachers and the agents at the .05 level of confi- dence with regard to the following factor: 10. Relationships between school administrators and county extension staff. . The percentage of the agents who indicated the posi- tive effect of the factor on educational programs was approximately three times as great as that of the teachers. With regard to the remaining factors, the Opinions of the teachers and the agents did not differ significantly. The second section Of the first hypothesis, therefore, is par- tially accepted. In general, the direction of responses tended to in- - 213 - dictate positive or neutral effects of all areas Of factors, except for the area of intraorganizational requirements. The direction Of responses regarding this area was mostly toward a negative effect. Backgpound characteristics and Opinions regardigg workigg relationships: The following are the results Of testing the second hy- pothesis, that there is a relationship between selected back- ground characteristics such as age, college degrees achieved, and length of experience, and, their opinions regarding (a) the desirability of carrying out cOOperatively certain activities for implementing effective educational programs in agriculture, and (b) the effect of certain intraorgani- zational factors on educational programs in agriculture: A significant relationship at the .01 level of con- fidence was found between the 3gp Of the aggggg and their Opinions with regard to the desirability of having teachers and agents serve as consultants on each other's advisory committees. Another relationship at the .01 level of con- fidence was found between 2ge_of the agents and their opin- ions with regard to what they viewed as functions specified by the Smith-Lever and the Smith-Hughes acts. A significant relationship at the .01 level of con- fidence was found between the college degrees achieved by the agents and their Opinions with regard to the desirabil- ity of having teachers and agents serve on each other's - 21h - advisory committees. Another relationship at the .05 level of confidence was found between the college degrees achieved by the agents and their Opinions regarding the difficulty of scheduling. At the .01 level Of confidence, a relationship was found between.lgggth of experience Of the_aggggg and their Opinions regarding the desirability of having teachers and agents serve on each other’s advisory committees. Responses to the above activities and factors reveal that the agents above 35 years of age, those who achieved higher college degrees, and those who had longer experience seemed to see the merit of having teachers and agents serve as consultants on each.other's advisory committees to a greater degree than the other agents dids The Older agents perceived the functions specified by the Smith-Lever and the Smith-Hughes acts as neither promoting nor hampering effec- tive educational programs in agriculture. Forty per cent of the younger agents seemed to have different conceptions Of the effect of these functions; 18.2% indicated that the factor has a positive effect on educational programs, and 21.2% indicated that the factor has a negative effect on educational programs. The agents with the higher college degrees, more than those with no graduate studies seemed to see that the diffi- culty Of scheduling has a negative effect on educational programs O -215- NO significant relationship was found between the three background characteristics of the agents and their Opinions with regard to the remaining activities or factors. NO significant relationship was found between the three background characteristics Of the teachers and their Opinions regarding activities of cooperative implementation of educational programs in agriculture and regarding intra- organizational factors. The second hypothesis of the study, then, is partially accepted with respect to the agents and rejected with respect tO the teachers. - 216 - CONCLUSIONS AND IMPLICATIONS On the basis Of the Objectives and the findings of the study and from.the point Of view of the writer the following conclusions and implications seem.pertinent: County extension agents and teachers Of vocational agriculture through their responses to this study seemed very much in favor of close working relationships. The result of testing the first section of the first hypothe- sis showed that there were no differences in Opinions of county extension agents and teachers Of vocational agri- culture regarding the desirability of carrying out the listed activities in their working relationships. They indicated that these cOOperative activities contribute to effective planning and implementation of educational prO- grams in agriculture for the local communities. Even though there were significant differences in their Opinions with regard to twO Of these activities yet high percentages Of both professional groups considered the activities de- sirable. Since the majority of the teachers and the agents feel that these COOperative activities contribute to effec- tive educational programs in agriculture, then it is rea- sonable to imply the following: 1. Provisions are needed to help the agents and the teachers put into effect the activities they - 217 - considered desirable. 2. Planning and implementing educational programs in agriculture for local communities should be car- ried out cOOperatively. 3. Coordination of educational activities.through in- dividual roles should be encouraged by local and state administrators of the Cooperative Extension Service and of the public schools. a. State-wide conferences should be arranged and supported financially and administratively, in which county extension agents and teachers of vocational agriculture could discuss affairs of mutual concern and develOp closer working rela- tionships. 5. As a support for close working relationships for professional workers in the field, leaders of COOperative Extension and of vocational education in agriculture should meet periodically for coor- dination of policies and development of means of cOOperation. The result of testing the second section of the first hypothesis showed that there were no differences in Opin- ions Of the teachers and agents with regard to the impor- tance of their working relationships. High percentages Of both groups indicated that their communication is important for the effectiveness of educational programs in agriculture, - 218 - their roles are complementary and the welfare Of the peOple is motivating their working relationships. These close agreements in Opinions about the imp portance of working relationship suggest the following implications: 6. Provision should be made at the local level to adopt a policy of eliminating over-identification of the agents and of the teachers. 7. The public should be informed about the cOOperation that exists between county extension agents and teachers Of voca- tional agriculture. The respondents did not differ in their Opinions with regard to the effect Of the factors dealing with intraorganizational requirements. The responses of the agents and the teachers tended to indicate negative effects of these factors. 'Difficulty of scheduling' and 'lack of adequate time' seemed to be the determinent factors as viewed by both groups in maintaining desirable working relationships. These results suggest the follow- ing implications: 8. County extension agents and teachers of vocation- al agriculture should be encouraged and helped by their respective administrators to work out a - 219 - schedule Of "get together" sessions for discussions and consultations.. Professional county agricultural councils should be encouraged and supported wholeheartedly by leaders and administrative teams Of both groups at the local and state levels. Participants in these councils should be rewarded. Functions of both groups as specified by the Smith- Lever and the Smith-Hughes acts and the need for separate identity of both services were factors in which Opinions Of the agents and the teachers were mostly of neutral charac— ter. Yet one third to one fourth of the responses indicated negative or positive effects Of these factors on educational programs in agriculture. This lack of consensus in re- sponses concerning the two factors suggests the following: 10. 11. New Federal interpretations and policies for administration based on a new look at the expected future of extension and vocational education are essential for clarification of functions and for elimination of whatever misunderstanding, over- lapping or separation'was caused by the Smith- Lever and the Smithpuughes acts. The public and the professionals concerned, de- pending on their experience with the acts, should suggest whatever amendments are needed for clari- - 220 - fication of functions and for Federal support. Teachers and agents differed significantly in their Opinion.with regard to the effect of relationships between school administrators and the county extension staff. A high percentage of the agents indicated that this factor has a positive effect on educational programs. A low per- centage Of the teachers indicated the same. The situation may be that the contacts between school administrators and the county extension agents take place mostly without the presence of the teachers. If this is true, then this imp plication follows: 12. School administrators should support by every possible means close working relationships be- tween the teachers and the agents. With regard to the effect of experience in‘working with rural peOple and experience in the field Of agricul- ture, Opinions of the teachers and the agents differed significantly. A.higher percentage of the teachers than of the agents indicated that the factors have positive effects on educational programs. But despite these differ- ences, high percentages of both groups indicated positive effects Of the two factors on educational programs. Furthermore, high proportions of the responses of both groups indicated that education and training had a posi- tive effect even though significant differences were found - 221 - between their Opinions with regard to education and train- ing. It was also found that the similarities of education and training were thought to have more favorable effect than the differences in education and training. According- ly, the following implications are pertinent: 13. Sociology Of interaction should be required as an important part in the courses of study for prep- aration of county extension agents and teachers of vocational agriculture. 1“. Concepts and aspects of cOOperation between both groups should be discussed in in-service seminars. The basis of the discussion should be mutual un- derstanding Of functions, potential and limita- tions. 15. In-service training in the field Of agriculture for both groups should continue and attendants should be rewarded. i 16. COOperative training projects for county extension agents and teachers of vocational agriculture should be develOped, especially in the new phases Of agriculture in such a way that the aspects of cOOperation in the new develOpment could be con- ceived from the very start. The results of testing the first section of the second hypothesis showed that a majority of the Older agents, those - 222 - who achieved higher college degrees and those who had longer experience seemed to perceive the merit of having teachers and agents serve as consultants on each Other's advisory committees to a greater degree than the other agents did. Similarly in testing the second section of the second hy- pothesis, the older agents seemed to have consensus in their Opinion regarding the provisions of the Smith-Lever and the Smith-Hughes acts. On the other hand, the younger agents seemed to be divided in their Opinions with respect to their perception Of the two acts. ZMoreover, a relation- ship was found between degrees achieved by the agents and their Opinions with regard to the effect of the difficulty of scheduling on educational programs. Those with higher degrees seemed to have a different conception of what might be the effect of the difficulty of scheduling on education- al programs from.those who did not continue on in graduate studies. Whatever might be the cause of the above relation- ships Of background characteristics of the agents and their Opinions, the relationships existed. Since the desirable Opinions of the agents concerning working relationships are associated with age, college graduate degrees and length of experience, then these implications follow: 17. The agents should be encouraged to continue their graduate studies. 18. Pre-service and in-service training should be in- tensive to provide wide experience in the shortest -223- possible time. With regard to the teachers, there were no relation- ships between their age, college degrees achieved Or their length of experience and their Opinions. But in order to have effective interaction and cOOperation between the agents and the teachers, it would seem logical that their level of knowledge and experience should match those Of the agents. If this is true, then the following implica- tions would follow: 19. Public schools should encourage teachers of vo- cational agriculture to pursue their graduate education. 20. Programs for preparing or training teachers of vocational agriculture should emphasize cOOper- ation and benefiting from related agencies in the school community. Suggestions for Further Studies The results Of the study suggest further investigation Of the following areas: 1. WOrking relationships between leaders of Cooperative Extension, and vocational agriculture at the state level to determine the kind of activities which contribute to cOOp- eration and coordination Of their policies. 2. Attitudes of the school administrators toward working -224- relationships between county extension agents and teachers Of vocational agriculture. 3. Opinions of the public about cOOperation between county extension agents and teachers of vocational agriculture to determine public awareness and expectations regarding cOOp- eration between the two professional groups. h. Scheduling and time available for cooperation between county extension agents and teachers of vocational agri- culture. 5. Opinions Of professionals and laymen concerned with education in agriculture regarding whether or not new legislative acts are needed to deal with education in agriculture. . § 6. The effect of working relationships between the two groups on effectiveness of local educational programs in agriculture. Studies of this area could start as action researches in particular situations for particular cOOper- ative programs undertaken, such as the one conducted by both groups in.auron county in the summer of 1962.* *Refer back to p. 15. APPENDIX A -225- -.22€5 - December 17, 1962 Dear.Mr. In my work in Egypt I am responsible for training both Extension workers and teachers of vocational agriculture. Currently I am a Ph.D. student in Agricultural and Adult Education at M.S.U. For my Ph.D. thesis I have chosen to study the working relationships between county extension agents and teachers of vocational agriculture. This study has been reviewed with leaders of vocational agriculture as well as the Exten- sion.Administrat1ve and Program Team and with a number of your coaworkers. Those responding to the inquiry will be county extension personnel and teachers of vocational agriculture in the State of Michigan. Will you please respond to the enclosed check list and return it to me in the enclosed envelope. In appreciation for your help, a report of the findings will be sent to you. I hope that the findings of my study will help in your working relationships with teachers of vocational agriculture and also with all who are involved in accomplishing your educational mission. YOur help will be sincerely appreciated. Yburs very truly, Ahmed M. Omar Ph.D. Candidate at MJS.U. Dear Friend: It has been my responsibility and privilege to work with Ahmed Omar in the development of this questionnaire. Because he worked deligently on it with many reviewers, it is as brief and precise as possible. Would you please mark your reactions as indicated and return your response soon. The findings should be very useful to Omar, M.S.U., and we hope to you. Sincerely, M" L M William J. K ' Extension Pr Leader Community Re c DeveIOpment and PUblic Affairs - EEI7 - East Lansing, Michigan December 20, 1962 D“! Me In your position as an educator you have accepted responsibility to all of the peeple in your community. To meet this responsibility, I am sure you have established working relationships with several individuals, groups, organizations, school personnel and many others. I am conducting a study dealing with one segment of these relationships, namely with county extension agents. The plan of the study has been discussed with leaders of vocational education in agriculture, with a number of your fellow teachers, and state administrators of the Cooperative Extensicn Service. This'same.inquiry will also be presented to extension agents. Will you please respond to the enclosed checklist and return it in the stamped, self-addressed envelope. In appreciation for your help, a report of the results of the study will be sent to you. It is my hope that the results will be of help to you in accomplishing your educational mission. Yburs very truly, WM. 0031: Dear Sir: This study is regarded as an important one for agricultural education in Michigan. It is the first one to be made dealing with relationships with the COOperative Extension Service. The findings should be helpful to teachers of agriculture. We commend this inquiry to you for your careful consideration. ,:;«\,. f. Yours sincerely, , xxx Any/AW, “4..., ..1 .41 r ,- "‘1' 7""? ., 1 fr." ..‘ - ' xfl'frm" II. M. Byreat, Major Professor Harry 1!. Nesmen, Chief Agricultural Education Agricultural Education Service Michigan State University Michigan Department of Public Instruction -228- East lensing , Mich. Jan. in , 1963 Dear me On Dec. 31 at. I mailed you a checklist seeking information about working relationships betwaen county extension agents and teachers of vocational agriculture. Undoubtedly you have been busy since the holidays and haven't been able to respond to it . I an anxious to receive your response as soon as possible . You may recall that the stucw was endorsed md reviewed by leaders of vocational education in agriculture and the Extension Adrdnistrative and Program Team in the state . ‘Ihe respondents of the inquiry are county extension agents and teachers of vocational agriculture in Michigan . I would appreciate very much your participation by responding to the checklist and returning it to me . If you have misplaced the form I would be more than glad to send you another copy . In appreciation for your help , a report of the findings will be sent to you e Yours Very Truly Armed M. Qnar Ph. D. Candidate at M.S.U. P. S. :- Bscause- of the recent increase in postage and for your convenience I have enclosed a one cent stamp to add to the self addressed stmnped envelope previously sent to you . --.. ...1. -229- East Lansing Mich. Jan. 28 , 1933 Mb. lestmonth Inailedybu achecklist seekinginfomation aboutworking relationships between county extension agents and teachers of vocational agricultln‘e . Undoubtedlyyouhsve been 'too busytohave mannered sooner e In case you have misplaced the form , I am enclosing another along with a: self-addressed stamped envelope . You may recall that the study was endorsed by leaders of vocational agriculture and the Extension Amusin'ative and program Team in the state. lbs respondents of the inquiry are county extension agents md teachers of vocational agriculture in Michigan . I am very desirous to include your participation in the stuw . In appreciation for your help , a report of the findings will be sent to you . Yours Very Truly Alnnsd M. mar Ih. D. Candidate at M. S. U. P. S: If you have already mailed your completed checklist , please disregard this request . Qv. .; .. ' . I . . ”(i-w ... . . ‘.I . . ,....'". " J}.~.,J .\.. ’, .‘x Ir .. ‘ ~... ' l ., . i L. . 1", . I. '. ., .-_ M1,. 1 .. ‘.'. . W1... '1; ' . ' . . ,3, ‘ _- ..p.. -- I ,' I. .. ._ ,. ,. , ,-. _ .y ..s" ' - - ..' -- .: ' . . , .. e . ».~.. . ’ ' z . ~ . . 7., ~>~~~ . A L. .- ‘rr..~ _ " . ..r WW" L‘.‘ . . A . . ,p . v,“ V 1 A a E . . .l ‘ .. . , .. . ,I u . ~ g . , :. J -,;:..t.,_~§; .."- -' 2; . ._ . ... . .’ ‘ " . 1 ~ ~ -‘ ‘- '. ' . . -- -. "..:i.:~ n. . -. ..’ ' '- I ‘- . '1‘, . ,7. . “is"; ‘» ff. f-f‘ ,' :z'“-" " . 1.1%“ .‘L. '-">- it? t '. ,2. '. . > . i 4‘ ‘ ~ ' ‘ ~= \ ». n " ,‘ ~ ‘n ‘1 ‘.-'-.-r> t-v " .p . .1,. . I .. ‘ .. . '4 - ~ 7. ‘- ‘ . . . . I ' ' . " _ _ ", . . r. .z ' , ' ‘1' ‘ ' . I. . .‘.‘ .. . (I: " . .‘x. I ‘_ L»: h .....Lm :" . . :z'l‘ .1-: .‘ 3 ‘~ . ' “. »‘ 3'," - . . 'I . ,n _ r{ "1 £ . A . ‘ n . ... ...-.i . ,, r , , - A. Ig , .A ~ _, a .. .7 . - t. .. - . . , . .f ' .' ,,. r. . I" . .. " ’w 2.. ' j» 1] I l-: _ .' 4‘ ' I _ \ a , . ..- o 5.. u, ... L . i - . -.. . b'rws'zrlb sasslr: .‘ Satblnem beJeimi-oa 'IL’wj \‘ -. l-. . n . _ .. 4 : ~z ‘ ~ . .-. _.. -- ' ‘ s ux ., a '- APPENDIX B -230- C ode number: 1. 2. listed act1v1t1es in your working relationships with teachers of vocational agriculture. A- - 231 PHASE I - INFORMATION ABOUT YOURSELF Your present position (please be Specific) : Your college degree(s): Degree Major Date Institution Your age last birthday (please check your response) a. Under 25 yrs b. 25 yrs - less than 30 yrs c. 30 yrs - less than 35 yrs d. 35 yrs - less than 40 yrs e. 40 yrs - less than 45 yrs f. 45 yrs or over PHASE II - INFORMATION ABOUT CERTAIN ACTIVITIES IN YOUR WORKING I: IO F155 WITH IEACHERS (SI: VOCAIRSNAI: AURICIHI'I'U RE AT NS Length of your experience as a teacher of vocational agriculture and/or county extension worker (please check your response) Less than 5 yrs 5 yrs 10 yrs 15 yrs 20 yrs 25 yrs - less than 10 yrs - less than 15 yrs - less than 20 yrs - less than 25 yrs 01' over RE Items in this section are activities which may or may not be carried out in your working relationships with teachers of vocational agriculture. In column (I) please circle one number (0,1, 2, 3, or 4) to indicate the degree to which you carry out each of the In column (II) please circle one number (-2, -l, 0, l, or Z) to indicate your opinion of the desirability of carrying out each 03 these activities in your working relationships with teachers of vocational agriculture (As contributing to effective educational programs in agriculture). COLUMN(D C O LU MN (IIL Degree to which you carry out the activity in your working relationships with teachers of vo - ag. Desirability of carrying out the activity in your working relationships with teachers of vo - ag. . . . ca 3 Act1v1t1es 3 .0 3 o m S e 3 >~ :1 IF. (U m 3 s m 3 $3 t E <2 i: a 8 i 23 .. a '3 8 i = '8 3 3 2 "° 0 o m 0* «3 > o .5 =3 .... >~ > 3.. u a.) 3 u 'U ... ,4 m H a) to o h H a) c: o o o e Z ad 0 Lu <2 :> D Z s: O > 1. Discussing community needs pertaining to education in agriculture ------------ 0 l 2 3 4 -2 -l 0 1 2 2. Identifying common educational objectives of extension and vocational agriculture ----- 0 1 2 3 4 -2 -l 0 1 2 3. Conducting community agricultural surveys - 0 1 Z 3 4 -2 -l 0 l 2 4. Discussing implications of current trends for program planning in agriculture ------- 0 l 2 3 4 -Z -1 O 1 2 5. Securing each other's reactions on newly planned programs --------------- 0 l 2 3 4 -Z -l 0 1 2 6. Calling each other's attention to competent peOple who might serve on advisory councils - 0 l 2 3 4 -Z -1 0 1 Z 7. Exchanging information about each other‘s experience with advisory councils ------- 0 l 2 3 4 -2 -l O 1 Z 8. Serving as consultants on each other's advisory committees -------------- 0 l 2 3 4 -2 -l 0 1 2 "Please continue on Page No. 2" -232- Page No. 2 COLUMN (I) COLUMN (II) Degree to which you carry Desirability of carrying out ox_xtthe activity in your the activity in your working working relationships with relationships with teachers of teachers of v0 - ag. vo - ag. . . . o Act1v1t1es ,2 ... {3, 1% £3 2 > .2 .5. '3 3% o: >‘ U) '2 U) H H m H q) '0 '8 la 0 s; 8 ‘6 '2 2 v 2; a» :4 3‘ '5 g i 3 '5 ii 2 m '0 o a) a 0* «I >. o 5 3 .i: > > ’4 U Q 3 34 "U u-l H U) H 0 as u :4 r-« a) t: 0 o a) a) Z on O [:4 <1 :> D Z c O > 9. Developing educational programs for out-of- school youth in agriculture ----------- 0 l 2 3 4 -2 -1 0 l 2 10. Coordinating educational programs of extension and vocational agriculture for adult farmers 0 l 2 3 4 -2 -l 0 l 2 1 1. Conducting joint demonstration projects in agriculture ------------------- 0 l 2 3 4 -2 -l 0 l 2 12. Sharing responsibility for publicity concerning educational programs in agriculture in the county ---------------------- 0 l 2 3 4 -2 ..1 0 1 2 l3. Conducting county and other agricultural fairs 0 l 2 3 4 -Z -l 0 1 2 14. Working out plans for educational exhibits in agriculture ------------------- 0 1 Z 3 4 -2 -1 0 1 2 15. Utilizing each other's special knowledge and abilities in particular teaching situations in agriculture ------------------- 0 1 Z 3 4 -2 -l 0 l 2 l6. Discussing the need for a specialist‘s help in a particular project -------------- 0 l 2 3 4 -2 -1 0 l 2 1?. Determining supportive roles in helping young and adult farmers adopt farm practices - - - - 0 l 2 3 4 -2 -l 0 l 2 18. Organizing ways of conducting educational programs through special interest groups and associations ------------------ 0 l 2 3 4 -Z -1 O 1 2 19. Working out uniform standards for contests in agriculture in the county ------------ 0 l 2 3 4 -2 -l 0 l 2 20. Developing criteria for agricultural projects of FFA and 4-H club members 0 l 2 3 4 -2 -l 0 1 2 21. Discussing instructional materials, space, and facilities locally available for carrying out educational programs in agriculture ------ 0 l 2 3 4 -2 -l 0 1 2 22. Exchanging printed and duplicated materials of mutual interest ---------------- 0 l 2 3 4 -Z -l 0 l 2 23. Exchanging use of educational equipment and facilities -------------------- 0 l 2 3 4 -Z -1 0 l 2 24. Arranging for meetings in which farmers discuss agricultural problems with local resource personnel -------------- 0 l 2 3 4 -2 -l 0 l 2 25. Working out a program of cooperation between 4-H club and FFA ............... 0 1 Z 3 4 -2 -1 0 l 2 26. Developing means of securing public reactions to educational programs in agriculture ----- 0 1 Z 3 4 -2 -l O l 2 27. Developing criteria for judging effectiveness of local educational programs in agriculture - - - 0 l 2 3 4 -2 -l 0 l 2 28. Discussing factors affecting success or failure of educational programs in agriculture ----- 0 l 2 3 4 -2 -l 0 1 Z 29. Deve10ping means of publicizing results of evaluating educational programs in agriculture- 0 l 2 3 4 -2 -l 0 l 2 "111---- --..s:_.... ..— h--- ‘7. an -233- Page No. 3 COLUMN (1) COLUMN (II) Degree to which you carry Desirability of carrying out out the activity in your the activity in your working working relationships with relationships with teachers of teachers of vo - ag. vo - ag. O O O 0 v ActiVities ... '3 4, 3% cu v-' 3 >. *4 ...: fl '3 r— "‘ 0 U) H H >~ ‘” "" a) ... fl ‘6 o—t Q) .0 "O U) U 3 s *a 2 2 . 3 . H >~ 'r‘ 0 u) :3 'r" S g (‘6 “O H U) :3 >‘ m .5: :1 H o o a: 0* m >. cu H ... >. > H U o 3 u “U ..4 H m h o m o i. --¢ a) c: a) o a) a) _ . _ , fl 2. ad 0 1:. <1 7» D Z C O > 30: Crediting each otherjs contribution toward successful educational programs in agriculture 0 l 2 3 4 -Z -l 0 l 2 PHASE III - INFORMATION ABOUT CERTAIN FACTORS INVOLVED IN YOUR AGRICU LTUR E Items in this section are factors which may or may not be involved in your working relationships with teachers of vocational agriculture. In column (I) please circle one number (0,1, 2, 3, or 4) to indicate the degree to which each factor is involved in your working relationships with teachers of vocational agriculture. In column (II) please circle one number (-2, -l, 0, l, or Z) to indicate the degree to which each factor involved in your working relationships with teachers of vocational agriculture hampers or promotes effective educational programs in agriculture. COLUMN (I) COLUMN (II) Degree to which the factor is involved in your working re:— lationships with teachers of vo - ag. Degree to which the factor in- volved hampers or promotes effective educational programs in agriculture. '° 8 Factors E 3 m o o H o 4: “U > 3 ‘1’ CL) 0 3 E E E .5 S E g 8 E g H H H H m 0 Q) o O I: E U) (U 0 m > H > > U to a) "3 E m c t" s: r: 3 i. H 8 3 "4 :5: ".0 UH E Q Q) s g o o ‘5 >2 m 4: a a flu .c: o. E E G H E g H E E .t: 34 O O m o o a) m m o o s i. ... > m 2 :> :1: m z c: a. a. I - PERSONAL 3l. Personality of the other worker --------- 0 l 2 3 4 -2 -l 0 l 2 32. Similarity of our age --------------- 0 l 2 3 4 -2 -1 0 1 2 33. Closeness of personal friendship -------- 0 l 2 3 4 -2 -l 0 l 2 34. Initiative in contacting me ------------ 0 1 2 3 4 -2 -l 0 1 2 35. Initiative in contacting him ----------- 0 l 2 3 4 -2 -l 0 1 2 36. His democratic way of consultation ------- 0 l 2 3 4 -Z -l 0 l 2 37. Degree of his academic education -------- 0 l 2 3 4 -2 -l O l 2 38. Similarity of our educational specialization - - 0 l 2 3 4 -2 -l 0 l 2 39. Difference of our educational specialization - - 0 l 2 3 4 -2 -l 0 1 Z 40. Similarity of our inservice training in technical subject matter ------------------ 0 l 2 3 4 -2 -l 0 1 Z 41. Difference of our inservice training in technical subject matter ------------------ 0 l 2 3 4 -2 -l 0 1 Z 42. Similarity of our inservice training in teaching methods --------------------- 0 l 2 3 4 -Z -1 0 1 Z 43. Difference of our inservice training in teaching methods --------------------- 0 1 Z 3 4 -Z -l 0 l 2 "Please continue on Page No. 4" Ptgo No. 4 -231+— COLUMN (I) COLUMN (II) Degree to which the factor is involved in your working reT lationships with teachers of vo - ag. Degree to which the factor in- volved hampers or promotes effective educational programs in agriculture. 'o 1: Factors 2 g a O O H 0 ,1: E a B '3 2 § 1% 2. . g a: —. -~ .2 2. r o 5 ° . e O G) o o ..C E a N 8 O E '3 > > g n n .r: E o 3 or! f G G H H H 0 +3 u I: 'H "" E Q 0 o g. o O ‘6 >. o 4: >~ 0' 9‘ .r: o. E E c a: g 3 2;, E S ’5 .. 2 2 a :> m 2 :> :z: :1: z 8 n. n. 44. His experience in working with rural people - - 0 1 Z 3 4 -2 -l 0 l 2 45. My experience in working with rural people - - 0 l 2 3 4 -Z -l l 2 46. His experience in the field of agriculture - - - - 0 l 2 3 4 -2 -l O l 2 47. My experience in the field of agriculture - - - - O l 2 3 4 -2 -l 0 l 2 II - NON-PERSONAL 48. Existence and activity of county agricultural council ---------------------- 0 1 Z 3 4 -2 -1 0 1 Z 49. Relationships between leaders of vocational agriculture and Cooperative Extension staff at state level -------------------- 0 1 Z 3 4 -2 -l 0 l 2 50. Relationships between school administrators and county extension staff ------------ 0 1 Z 3 4 -2 -l 0 l 2 51. Existence of memoranda of understanding between Cooperative Extension and vocational agriculture -------------------- 0 l 2 3 4 -2 -1 0 1 z 52. Views passed down from state levels ------ 0 l 2 3 4 -2 -l O 1 2 53. Lack of clarity of functions (eg. Smith - lever and Smith - Hughes acts do not clearly distinguish functions of extenstion in agriculture and vocational agriculture) ----------- 0 l 2 3 4 -2 -l 0 1 Z 54. Difficulty in scheduling (eg. teachers cannot get away when school is in session. and extension agents have many nights tied up) -------- 0 1 Z 3 4 -2 -l 0 l 2 55. Belief that the public expects effective working relationships between extension agents and teachers of vocational agriculture ------- 0 l 2 3 4 -2 -l 0 l 2 56. Lack of adequate time for desirable woang relationships between county extension agents and teachers of vocational agriculture ----- 0 l 2 3 4 -2 -l 0 l 2 57. Need for separate identity of vocational agricultural programs and extension work in agriculture -------------------- 0 l 2 3 4 -2 -l 0 l 2 58. Mutual respect of effoits ------------ 0 1 Z 3 4 -2 -l 0 l 2 59. Realization that communication between us is important -------------------- 0 1 Z 3 4 -2 -l 0 l 2 60. Recognition of the fact that our roles are complementary ----------------- 0 1 Z 3 4 -2 -l 0 1 Z 61. Realization of the need for more than one educational agency to serve agriculture - - y - 0 l 2 3 4 -Z -l 0 1 2 62. Belief in cooperation as a part of any professional worker's job ------------ 0 l 2 3 4 -2 -l O l 2 63. Welfare of the people we serve --------- 0 l 2 3 4 -Z -l O l 2 THANK YOU VERY MUCH FOR YOUR COOPERATION Code number: T - 235 PHASE I - INFORMATION ABOUT YOURSELF Your present position (please be specific) : Your college degree(s): Degree Major Date Institution Your age last birthday (please check your response) a. Under 25 yrs ___b. 25 yrs - less than 30 yrs ...—c. 30 yrs - less than 35 yrs __d. 35 yrs - less than 40 yrs —e. 40 yrs - less than 45 yrs f. 45 yrs or over Length of your experience as a teacher of vocational agriculture and/or county extension worker (please check your response) a. b. C. Less than 5 yrs 5 yrs 10 yrs 15 yrs 20 yrs 25 yrs or over less than 10 yrs less than 15 yrs less than 20 yrs less than 25 yrs PHASE II - INFORMATION ABOUT CERTAIN ACTIVITIES IN YOUR WORKING mm AGENT 3 Items in this section are activities which may or may not be carried out in your working relationships with county extension agents. In column (I) please circle one number (0,1, 2, 3, or 4) to indicate the degree to which you carry out each of the listed activities in your working relationships with county extension agents. In colu_m_n(_II)_ please circle one number (-2, -l. 0, 1, or Z) to indicate your opinion of the desirability of carrying out each 03 these activities in your working relationships with county extension agents (As contributing to effective efi- cational programs in agriculture). COLUMN (I) COLUMN (II) Degree to which you carry out the activity in your working relationships with county extension agents. Desirability of carrying out the activity in your working relationships with county extension agents. Activities .2 fi 0 o N'* M m u .0 .0 > h .n N m "" '3 .93 m b 34 Fl; 31‘ Q Q 0 "'0; .H c: E 'o a: '5 o 2 g} >‘ .3 o to g .2 :3 “g '3 “o H —a m 5 >~ m k e o m cr «3 >. o '5 3 ..4 >~ > :4 u o 3 u 'o ... :4 m p O N U H 'fi 0 C 0 o 0 0 2 ad 0 Lu <2 > D Z c: D > 1. Discussing community needs pertaining to education in agriculture ------------ 0 l 2 3 4 -2 -1 0 1 2 2. Identifying common educational objectives of extension and vocational agriculture ----- O 1 Z 3 4 -Z -1 O l 2 3. Conducting community agricultural surveys - 0 l 2 3 4 -Z -l 0 1 2 4. Discussing implications of current trends for program planning in agriculture ------- 0 l 2 3 4 -Z -l 0 1 2 5. Securing each other's reactions on newly planned programs --------------- 0 l 2 3 4 -2 -l 0 l 2 6. Calling each other's attention to competent peOple who might serve on advisory councils - 0 l 2 3 4 -2 -1 0 1 2 7. Exchanging information about each other's experience with advisory councils ------- 0 l 2 3 4 -2 -l 0 1 2 8. Serving as consultants on each other's advisory committees -------------- 0 l 2 3 4 -2 -1 0 1 2 "Please continue on Page No. 2" ‘1 .,45 as: ~3h -236- Page No. 2 COLUMN (I) COLUMN (II) Degree to which you carry Desirability of carryin out o_ut the activity in your the actfi/ity in your $51? working relationships with relationships with county county extension agents. extension agents. . . . o ‘9 Act1v1ties ‘3; a 2 2 >. f; o .31 '3 '3 s': >‘ In H n .2: H a H 0 .9 0 G 0 n4 8 ‘c’ '3 2 '° 0 '3 3 n 'o .. 3: '3 S 21 a 'a; o g ,«3 '° 0 o «I o‘ m >. o :5 .... > > n o o 3 n 'o ... a a) u o «s o u .—. o c: o O o o z a: 0 Ln. 4: :> D Z s G :> 9. Developing educational programs for out-of- school youth in agriculture ----------- 0 l 2 3 4 -2 -l O l 2 l O. Coordinating educational programs of extension and vocational agriculture for adult farmers 0 l 2 3 4 -2 -l 0 l 2 l l . Conducting joint demonstration projects in agriculture ------------------- 0 1 Z 3 4 -Z -l 0 l 2. 1 2. Sharing responsibility for publicity concerning educational programs in agriculture in the county ---------------------- O l 2 3 4 -2 -l 0 1 2 l 3. Conducting county and other agricultural fairs 0 l 2 3 4 -2 -l 0 l 2 14. Working out plans for educational exhibits in agriculture ------------------- 0 l 2 3 4 -Z -l 0 l 2 1 5. Utilizing each other's special knowledge and abilities in particular teaching situations in agriculture ------------------- 0 1 Z 3 4 -Z -1 0 1 2 l6. Discussing the need for a specialist's help in a particular project -------------- O l 2 3 4 -2 -l 0 l 2 l 7. Determining supportive roles in helping young and aduh farmers adOpt farm practices - - - - O l 2 3 4 -2 -l 0 l 2 18. Organizing ways of conducting educational programs through special interest groups and associations ------------------ O l 2 3 4 -2 -l O 1 2 19. Working out uniform standards for contests in agriculture in the county ------------ 0 l 2 3 4 -Z -l 0 1 Z 20. DeveIOping criteria for agricultural projects of FFA and 4-H club members 0 l 2 3 4 -2 -l 0 1 Z 21. Discussing instructional materials, space, and facilities locally available for carrying out «\ ' educational programs in agriculture ------ 0 l 2 3 4 -Z -l 0 l 2 22. Exchanging printed and duplicated materials of mutual interest ---------------- O l 2 3 4 -2 -l 0 l Z 23. Exchanging use of educational equipment and facilities ------- ~ ------------- u 0 l 2 3 4 -2 -l O l 2 24. Arranging for meetings in which farmers discuss agricultural problems with local resource personnel -------------- 0 1 Z 3 4 -Z -l 0 l 2 25. Working out a program of cooperation between 4-H club and FFA ............... 0 l 2 3 4 -2 -l 0 1 2 26. Deve10ping means of securing public reactions to educational programs in agriculture ----- 0 l 2 3 4 -2 -l 0 l 2 27. Developing criteria for judging effectiveness of local educational programs in agriculture - - - 0 l 2 3 4 -2 -l 0 l 2 28. Discussing factors affecting success or failure of educational programs in agriculture ----- O l 2 3 4 -2 -1 0 1 2 29. Developing means of publicizing results of evaluating educational programs in agriculture- 0 l 2 3 4 -Z -l O l 2 Page No. 3 - 237 - COLUMN (I) COLUMN (ID Degree to which you carry out the activity in your Yam-king relationships with county extension agents. Desirability of carrying out the activity in your working relationships with county extension agents. O I D 0 Activities .53 3 o .o ... o a! d .0 H H a m .o 3“ m o "a H a H >‘ to H "4 H (U H 0 .0 0 a) "4 8 *a 2 2 '° . i 8 . m . H '0 'o u .3‘ 3 ‘5 >~ 5’ 8 0 g S o o as o‘ m >. o .5 ... >~ > H o o 3 H 'U .... u on H o «a o a ... o G o o o e Z a: O In <3 > D Z s O > 30. Crediting each other's contribution toward successful educational programs in agriculture 0 l 2 3 4 -2 -l 0 l 2 PHASE III - INFORMATION ABOUT CERTAIN FACTORS INVOLVED IN YOUR mm m sion agents. SION Items in this section are factors which may or may not be involved in your working relationships with county exten- In column (I) please circle one number (0, l, 2, 3, or 4) to indicate the degree to which each factor is involved in your workin'g relationships with county extension agents. In column (11) please circle one number (-2, -1, 0, l, or 2) to indicate the degree to which each factor involved in your working relationships with county extension agents hampers or promotes effective educational programs in agricul- ture. COLUMN (I) COLUMN(H) Degree to which the factor is involved in your working re:— Iationships with county ex- tension agents. Degree to which the factor in- volved hampgrs or promotes effective educational programs in agriculture. 'u '0 Factors :2) g m o o .d 0 H o ,q '8 E B '8 E U E 8. m g g 2‘ .... > > or! :3 o E 0 m E o o '3 '5 J3 E Q as 3 a > :3 > > ‘3’ co m "i E o 3 3 g 5 3 g z B 33 8 8 ‘5 s. o .c: g a. 9* .s: a. E E C H a g H E E :4. g. 0 O m 0 o 0 m N o o H H H > m E :> m m z: a. m I - PERSONAL 31. Personality'of the other worker --------- 0 l 2 3 4 -2 -l 0 1 2 32. Similarity of our age --------------- 0 l 2 3 4 -2 -1 0 1 2 33. Closeness of personal friendship -------- 0 l 2 3 4 -Z -l 0 l 2 34. Initiative in contacting me ------------ 0 l 2 3 4 -2 -l 0 1 2 35. Initiative in contacting him ----------- 0 l 2 3 4 -Z -l 0 l 2 36. His democratic way of consultation ------- 0 l 2 3 4 -Z -l 0 l 2 37. Degree of his academic education -------- 0 l 2 3 4 -2 -l 0 l 2 38. Similarity of our educational specialization - - O l 2 3 4 -2 -l 0 1 Z 39. Difference of our educational specialization - - 0 l 2 3 4 -2 -l 0 1 Z 40. Similarity of our inservice training in technical subject matter ------------------ 0 l 2 3 4 -2 -1 O l 2 41. Difference of our inservice training in technical subject matter - - - - -------------- 0 l 2 3 4 -Z -l 0 l 2 42. Similarity of our inservice training in teaching methods --------------------- 0 l 2 3 4 -2 -l 0 1 2 43. Difference of our inservice training in teaching methods --------------------- 0 l 2 3 4 -2 -l 0 l 2 nn‘l-__- --_a.:..--_ -_ h--- ‘1'- All -238- Page No. 4 COLUMN (I) COLUMN (1:) Degree to which the factor i_s Degree to which the factor in- involved in your working re- volved hampers or promotes Mp3 with county ex- effective educational programs tension agents. in agriculture. 1: '0 Factors 2 E m '0 o 0 .fl 0 H 0 .G 3 5 '3 3 E g E ‘n’. . g 3 ... "4 > > ' o 0 a E o o '3 '3 .c: E . E s > 3 > > U a an I: a 3 ° .5 :9 a G 5 H H g. 0 OJ 3 I: "" "" E 0 0 0 H O O 8 >~ 0 4: >. n‘ 9" I: O. E E ‘3 :3 § 8 :3 E E i". H 2 2 .3 > u; 2 > a: :1: z 8 a. n. 44. His experience in working with rural people - - 0 l 2 3 4 -2 -l 0 l 2 45. My experience in working with rural peeple - - 0 l 2 3 4 -2 -l 0 l 2 46. His experience in the field of agriculture - - - - 0 1 2 3 4 -2 -1 0 l 2 47. My experience in the field of agriculture - - - - 0 l 2 3 4 -2 -l 0 l 2 II - NON-PERSONAL 48. Existence and activity of county agricultural council ---------------------- 0 l 2 3 4 -2 ..1 0 1 2 49. Relationships between leaders of vocational agriculture and Cooperative Extension staff at state level -------------------- 0 1 2 3 4 -2 -1 0 1 2 50. Relationships between school administrators and county extension staff ------------ 0 l 2 3 4 -Z -1 0 1 2 51. Existence of memoranda of understanding between COOperative Extension and vocational agriculture -------------------- 0 l 2 3 4 - 2 -1 0 1 2 52. Views passed down from state levels ------ 0 l 2 3 4 -2 -l 0 l 2 53. Lack of clarity of functions (eg. Smith - Lever and Smith - Hughes acts do not clearly distinguish functions of extenstion in agriculture and vocational agriculture) ----------- 0 l 2 3 4 -2 -l 0 l 2 54. Difficulty in scheduling (eg. teachers cannot get away when school is in session, and extension agents have many nights tied up) -------- 0 l 2 3 4 -2 -l 0 1 2 55. Belief that the public expects effective working relationships between extension agents and teachers of vocational agriculture ------- O l 2 3 4 -2 -l 0 l 2 56. Lack of adequate time for desirable working relationships between county extension agents and teachers of vocational agriculture ----- O l 2 3 4 -2 -l O 1 2 57. Need for separate identity of vocational agricultural programs and extension work in agriculture -------------------- 0 l 2 3 4 -2 -l 0 l 2 58. Mutual respect of efforts ------------ O 1 2 3 4 -2 -l 0 1 2 59. Realization that communication between us is important -------------------- 0 l 2 3 4 -2 -l 0 l 2 60. Recognition of the fact that our roles are complementar y ----------------- 0 1 2 3 4 - 2 - l O l 2 61. Realization of the need for more than one educational agency to serve agriculture - - - - 0 1 Z 3 4 -2 -l 0 l 2 62. Belief in cooperation as a part of any professional worker's job ------------ 0 1 Z 3 4 -2 -l 0 l 2 63. Welfare of the people we serve --------- 0 l 2 3 4 -2 -l O l 2 THANK YOU VERY MUCH FOR YOUR COOPERATION APPENDIX C -239- AREAS AND ITEMS OF THE INSTRUMENT A - Areas of Activities I. Preplannigg: a. Investigating needs and examining objectives: Item No. Discussing community needs pertaining to education in agriculture Identifying common educational objectives of extension and vocational agriculture Conducting community agricultural surveys Discussing implications of current trends for program planning in agriculture ./ b. Identif i local potential for launchigg edu- cationafprograms: 6 Calling each other's attention to com- petent peeple who might serve on advis- ory councils 7 Exchanging information about each other's experience with advisory councils 16 Discussing the need for a specialist's help in a particular project 21 Discussin instructional materials, space, and facil ties locally available for carrying out educational programs in agriculture #uNH II. Plannigg: ~/’ a. Educational programs for youth: 9 Developing educational programs for out- of-school youth in agriculture 20 Developing criteria for agricultural proj- ects of FPA and h-H club members 25 Working out a program of cOOperation be- tween h-H club and PEA v/b. Educational programs for farmers: 10 Coordinating educational programs of ex- tension and vocational agriculture for adult farmers - 2&0 - - 2&1 - Ite. “De 1? Determining supportive roles in helping young and adult farmers adopt farm practices 18 Organizing ways of conducting educational programs through special interest groups and associations 2“ Arranging for meetings in whidh farmers discuss agricultural problems with local resource personnel c. Public Relations: 12 Sharing responsibility for publicity con- cerning educational programs in agricul- ture 26 Developing means of securing public re- actions to educational programs in agri- culture 29 Developing means of publicizing results of evaluating educational programs in agriculture ./'d. Exhibits and Contests: 1“ working out plans for educational exhib- its in agriculture 19 ‘Worki out uniform standards for con- tests n agriculture in the county III. Evaluation of Proggams: 5 Securing each other's reactions on newly planned programs 27 Developing criteria for ging effec- tiveness of local educat onal programs in agriculture 28 Discussing factors affecting success or failure of educational programs in agriculture 30 Crediting each other's contribution' toward successful educational programs in agriculture IV. Igplementation: a. Consultigg and teachiggfifor each other's prggEams: -2h2- Item No. 8 Serving as consultants on each other's advisory committees lS Utilizi each other's special knowledge and abil ties in particular teaching situations in agriculture b. Conductigg demonstrations and fairs: ll Conducting joint demonstration projects in agriculture 13 Coggucting county and other agricultural fa s . J c. Egghgggigggeducational aids and facilities: 22 Exchanging printed and duplicated mater- ials of mutual interest 23 Exchang use of educational equipment and facil ties B - Areas of Factors I. Personalitygand General Characteristics: 3l Personality of the other worker 32 Similarity of our age 33 Closeness of personal friendship 3h Initiative in contacting me 35 Initiative in contacting him 36 His democratic way of consultation 37 Degree of his academic education v/II. Education and Training: Sflmilarities 38 Similarity of our educational speciali- zat on . no Similarity of our in-service training in technical subject matter #2 Similarity of our in-service training in teaching methods Differences 39 Differences of our educational speciali- zation - 243 - Item,No. “1 “3 III. Egpgrience: an “S “6 “7 Differences of our in-service training in technical subject matter Differences in our in-service training in teaching methods his experience in working with rural people my experience in.working with rural people His experience in the field of agri- culture My experience in the field of agri- culture IV. Interorganizational Relationships: 158 R9 50 51 52 Existence and activity of county agri- cultural council Relationships between leaders of voca- tional agriculture and CoOperative Extension staff at state level Relationships between school adminis- trators and county extension staff Existence of memoranda of understanding between COOperative Extension and Veca- tional Agriculture . 1 Views passed down from state levels. V. Intraorganizational Reggirements: S3 5“ 56 57 Lack of clarity of functions (e.g. Smith- Lever and Smithsflughes acts do not die- tinguish functions of extension in agri- culture and vocational agriculture) ,Difficulty in scheduling (e. . Teachers cannot get away when school s in session and extension agents have many nights tied up) Lack of adequate time for desirable work- ing relationships between county agents and teachers of vocational agriculture Need for separate identity of vocational agricultural programs and extension*work in agriculture -2“- ‘JVI. Perceivigg Iggortance of‘workigg Relationships: Item.No. 55 58 59 60 61 62 63 Belief that the public expects effective ‘working relationships between extension agents and teachers of vocational agri- culture Mtual respect of efforts Realization that communication between us is important Recognition of the fact that our roles are complementary Realization of the need for more than one educational agency to serve agri- culture Belief in cooperation as a part of any professional worker's job ‘Welfare of the people we serve a..- I 5:4. a, ., “Tub! m: M K. ..W .. fit. APPENDIX D -245- - 2&6 - 6th 5th hth 3rd dn sorted ism ........ 2nd 9'”? z ° 9’ WWI/17171471717 let 100 In 0 n h In N sumacu go saSs succeed Weeks Returns from Agents - Returns from Teachers m Key: Returns of the Instrument Figure 12 - - 247 - TABLE XLV NUMBER OF COUNTY EXTENSION AGENTS AND TEACHERS OP VOCATIONAL.AGRICULTURE‘WHO‘WERE REQUESTED TO PARTICIPATE IN THE STUDY AND THOSE‘WHO RESPONDED , Grand Traverse Gratiot Hillsdale Boughton Huron Ingham Ionia Iosco Isabella Jackson Kalamazoo (a) Ul-‘VN ON“ :F‘l-‘c “G I égents ‘Tiachers County eques e sp e Reguested espon e Alcona l l l l Allegan l l u u Alpena 2 2 2 2 Arenac l, l l 1 Barry 2 2 2 2 Bay 3 3 2 l Benzie l l l l Berrien h h 8 7 Branch 2 2 3 2 Calhoun 3 3 3 3 Cass l - 2 2 Charlevoix l l l l Cheboygan l l l l Chippewa 2 2 3 , 3 Clinton 3 l h 3 Dickinson 1 l l - Eaton 3 3 6 Emmet l l h Genesee 3 3 5 Gladwin l l l 2 2 l 2 2 h 2 2 8 2 2 2 2 2 7 2 2 7 2 2 7 l l 2 2 2 3 3 2 3 u h l h h 6 Kent in. bath“! _. (manna—