Factors Associated With Western Region Agriculture Teachers' Perceptions Of Teaching Effectiveness

Abstract

Teachers of agriculture education teach in what may be perceived as a unique environment when compared to other teachers in a secondary school. Agriculture teachers generally instruct not only in classrooms and laboratories but also on-site at their students ’ farms, ranches, and cooperative learning sites. The scope of such instruction directly involves students ’ parents and other members of the community and usually involves time, effort, and travel beyond the normal school day. Often agriculture teachers, especially in the Western United States, live in small isolated communities that present cultural and physical situations which may influence their effectiveness as a teacher. Identification of such situations and the teachers ’ perceptions of how they may influence teacher effectiveness could increase awareness of the need to instruct to these factors in preservice and professional development of agriculture teachers. Although teachers of agriculture education may be individuals who grew up in such communities, and are accustomed to that environment, the development and maturation of an effective teacher could be enhanced by the awareness of how the environment influences teacher effectiveness. Of particular concern to rural schools is the retention of quality instructors, especially those in communities of less than 2500 inhabitants. Communities of this size often are characterized by