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dc.contributor.advisorMurphy, Timothy
dc.contributor.advisorFraze, Steven
dc.creatorJohnston, Danny L
dc.date.accessioned2020-08-26T18:32:47Z
dc.date.available2020-08-26T18:32:47Z
dc.date.created2019-12
dc.date.issued2019-12-17
dc.date.submittedDecember 2019
dc.identifier.urihttps://hdl.handle.net/1969.1/188754
dc.description.abstractWithin every organization at every level, there exists a culture that has developed over time. This culture is the underlying tone for how the organization carries out its day to day practices. With an imminent teacher shortage in Agricultural Education, understanding the organizational culture of Agriculture Educator Preparation Programs (AEPP) may help to identify cultural dynamics that lead to placing more completers as teachers into School-Based Agriculture Education (SBAE) programs. Both descriptive and correlational methods guide the investigator in understanding the phenomenon of organizational culture. This inquiry sought to describe the organizational culture that exists in AEPPs across the United States in terms of type and strength, as well as demographic characteristics in the population of faculty involved in AEPPs (N ~ 360). Survey methodology using the Organizational Culture Analysis Instrument (OCAI) based on Cameron and Quinn’s Competing Values Framework yielded a response rate of 24% (N = 93). Statistics indicated that the dominant perceived culture was the Market type inferring that a commitment to excellence and goal accomplishment were important factors to the population. The preferred culture type, however, was Clan, which is centered around a more caring environment and employee empowerment. The data was further disaggregated by AAAE region (North Central (n = 24), Southern (n = 42), Western (n = 26)) and described how each region was unique in makeup and organizational culture. Multiple linear regression analysis indicated that there was no significant effect between cultural strength and a combination of program completers and completers placed in SBAE programs. The analysis also indicated a non-significant effect of faculty academic rank and longevity. Results from this study present a starting place for investigating and understanding the dynamics of organizational culture in agriculture education and how the profession can use this knowledge to meet the everchanging needs of the profession.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectOrganizational Culture
dc.titleRelationships of Instructional Faculty of Agricultural Educator Teacher Preparation Programs of Organizational Culture and Selected Outcome Measures and Employee Characteristics
dc.typeThesis
thesis.degree.departmentAgricultural Leadership, Education, and Communications
thesis.degree.disciplineAgricultural Education
thesis.degree.grantorTexas A&M University
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
dc.contributor.committeeMemberBaker, Mathew
dc.contributor.committeeMemberStrong, Robert
dc.contributor.committeeMemberIrlbeck, Erica
dc.type.materialtext
dc.date.updated2020-08-26T18:32:47Z
local.etdauthor.orcid0000-0001-5965-0073


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