Agricultural Teacher Perceptions of School Components as Motivational Factors to Continue Teaching and Demotivational Factors to Discontinue Teaching

Abstract

The purpose of the study was to analyze agricultural education teachers’ attitudes toward selected school components as motivational factors to continue teaching and demotivational factors to discontinue teaching. Using a mail questionnaire, the researchers employed a census study of agricultural education teachers in West Virginia (N =90). Researchers used mean scores to assess teachers’ perceptions of the selected motivational and demotivational factors. Teachers agreed that: “Having highly motivated students within the agricultural education program;” and “having good classroom and laboratory conditions,” were the top motivational factors. The top demotivational factors were: “a lack of student motivation for agricultural education;” and “student discipline problems in classrooms and laboratories.”