Data from a 1-year survey of 40 vocational agriculture teachers in Nebraska are presented in narrative analyses and in six tables showing man hours worked: (1) By 27 duty categories, (2) based on student enrollment in vocational agriculture programs, (3) based on number of students in FFA, (4) according to conduct of young farmer classes, (5)…

Discusses the characteristics that make land-grant universities best suited for training vocational agricultural teachers. Emphasizes the resources available at land-grant universities, the advantages of the one-institution training concept, and the ineffectiveness of non-land-grant universities in reducing the vocational agriculture teacher…

Discusses the characteristics of non-land-grant universities that make them suited to share in the responsibility for training vocational agriculture teachers. Focuses on the role of agricultural education staff members; technical agricultural subject matter instructors and courses; facilities, equipment, and farm management practice; and the…

A survey questionnnaire was administered to 139 educators to determine the professional education teacher competencies needed by postsecondary agriculture technology teachers. Of the 100 competencies listed on the questionnaire, 99 were perceived by the surveyed group as being above 3.0 (instrument scale average) in importance to the job. (LRA)

Former vocational agriculture teachers, principals, and the vocational agriculture teachers who replaced the departing teachers were surveyed to determine the extent to which former teachers were being candid in citing reasons for leaving the profession. All three groups ranked long hours, inadequate salary, and different occupational goals in…

Discusses the history of agricultural education and points out important advancements through the years. Provides a discussion of current problems facing agricultural education with special focus in the area of legislation. Describes the necessity and steps for personal--as well as professional--association involvement affecting policymaking. (LRA)

A study examined summer programs of vocational agriculture in Oklahoma and administrator opinions of selected portions of summer programs judged to be superior. Compares teacher and administrator perceptions of what activities are most important for summer programs. Compares the activities of teachers in the superior programs to activities of…

Sixty-eight secondary vocational agriculture teachers were surveyed to determine the amount of guidance tasks they perform. Findings indicate that the teachers are performing guidance skills. Teachers with the most training in guidance and teachers in larger schools were found to be performing more guidance tasks. (LRA)

Discusses a workshop held to promote young farmer programs in Illinois. Describes how the workshop was planned and conducted. Provides evaluation information in two areas: (1) teacher evaluation of time allocation for workshop activities and (2) overall participant evaluation. Ninety percent of the workshop participants planned to organize young…

A study to determine vocational agriculture teachers' opinions and use of citizens' advisory councils in Mississippi is reported. Based on data collected, the authors recommend that agriculture teacher education programs include instruction in the use of citizens' advisory councils and the development of positive attitudes toward advisory…

Data collected from a survey of beginning and experienced agricultural education teachers in Virginia were analyzed to determine what relationships exist between selected demographic variables and teacher morale. Generally, no statistically significant correlation was found. Further attention should be given to the question of why Virginia teacher…

Vocational agriculture teachers (150) were surveyed to determine why they had left teaching. The five highest ranking factors were long range goals different from teaching, students in class who should not have been in vocational agriculture, inadequate advancement opportunities, long hours, and inadequate salary. (JH)

Personal interviews were conducted with 26 former teachers (agricultural education graduates of the University of Nebraska) to identify reasons for leaving the teaching profession. Sixteen factors were given as the number one reason for leaving. Factors relating to the opportunity to begin farming and ranching accounted for the majority of the…