Teacher Perception of the Three-Component Model of Agriculture Education by Georgia’s Agriculture Education Teachers

Abstract

The purpose of this study was to describe teacher perceptions of the three-component model of agriculture education. The participants in this study were agriculture education teachers in Georgia. This study used a quantitative non-experimental survey design. The data was analyzed and reported utilized a variety of statistical procedures including frequencies, percentages, means, standard deviations, mean weighted discrepancy scores, pairwise comparisons, and a Kruskal-Wallace test. The study investigated where Georgia’s agriculture education teachers were spending their time. The responses were evaluated against the assumption that the three-components represent equal time spent in each component. These responses and the data from the study can be used to align professional learning opportunities, to support teachers along their career, and to help design teacher education programs. The data illustrates a difference in where the teacher would like to spend their time, and where they are currently spending their time. Tasks associated with one component were rated on how important they are, and the teacher’s level of competence in that task. These scores provided a list of tasks ranked by MWDS that can be evaluated from highest score to lowest score. Finally, recommendations were made using the data to guide professional practice and development.