Degree Type

Dissertation

Date of Award

2018

Degree Name

Doctor of Philosophy

Department

Agricultural Education and Studies

Major

Agricultural Education

First Advisor

Robert A. Martin

Abstract

Teachers are relied upon to teach basic agricultural knowledge among young learners who are devoid of real-world agricultural experiences. The middle school serves as a tool for achieving this goal because self and environmental awareness, and career choices begin at this educational stage. Since agricultural teachers are the major driver of agricultural education program in the middle school, their perceptions regarding this program are important. The purpose of this study was to determine the perceptions of agricultural teachers regarding teaching agriculture and selected course content in the middle school. The Theory of Planned Behavior was used as a theoretical framework to predict teachers’ perceptions regarding teaching agriculture in the middle school. Questionnaires were sent to middle school, high school and community college agriculture teachers in Iowa through Qualtrics. The results of the study showed that agriculture teachers in Iowa had positive and strong perceptions toward teaching agriculture in the middle school. In addition, agricultural teachers in Iowa indicated selected content of the Agriculture, Food, and Natural Resources curriculum developed by the National Association of Agricultural Education should be taught to a limited or great extent. Similarly, agricultural teachers in Iowa believed teaching agricultural education in the middle school will develop students’ leadership skills and assist students in making informed career choices in agricultural industry. Based on the findings of this study, the cyclical model was developed as a guide for curriculum development, and planning of instructional activities. Teaching agriculture in the middle school develops, trains, and motivates young students to become responsible citizens and capable future policy makers. Participation in curricular and non-curricular agricultural activities could promote the development of student leadership skills. The positive perceptions of agriculture teachers regarding teaching agriculture in the middle school indicate its sustainability and positive impacts on students.

DOI

https://doi.org/10.31274/etd-180810-6058

Copyright Owner

Abisoye Oyeyinka Odubanjo

Language

en

File Format

application/pdf

File Size

130 pages

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