Perceptions of secondary agricultural science teachers toward proposed changes in agricultural curricula in Texas

Abstract

This study concerned the changes in curricula taking place in agricultural science in Texas. Teachers were being directed to change from a "traditional" production agriculture based, full-year curriculum, to one more science oriented and offered on a semester basis. The purpose of this study was to determine if relationships existed between characteristics of teachers of agricultural science and their current programs, and perceptions of these teachers toward proposed changes in the agricultural science curricula in Texas. During the opening general session of the State Professional Improvement Conference for Teachers of Agricultural Science on August 12, 1987, 933 teachers were surveyed from a population of 1415. Indicating the extent to which they agreed or disagreed, teachers responded to 26 statements suggesting possible effects of curricular changes on FFA, Supervised Occupational Experience Programs (SOEP), enrollment, program administration, and teacher inservice needs and nine statements concerning the methods used to bring about the changes. Descriptive statistics were used for reporting the characteristics of teachers and their programs and teachers' perceptions. Correlational statistics were calculated to determine if relationships existed between characteristics of teachers and programs and teachers' perceptions. Discriminant analysis was used to determine the relationships among teachers' perceptions toward proposed changes, their "free choices," and their "actual choices" concerning the new curriculum. The major findings of the study were as follows: 1. The experience of the teacher had a significant inverse relationship to teacher perceptions toward effects on enrollment, SOEP, and FFA. 2. The number of schools in which the teacher had worked was inversely related to all scales. 3. Years spent as a student in vocational agriculture or as a member of the FFA were negatively related to teacher perceptions. 4. As school size, community size, and current enrollment in agricultural science increased, the more positive were the teachers' perceptions. 5. The state supervisory area in which the teachers were employed influenced their perceptions toward the new curriculum. 6. A teacher's perception toward the "change process" was the single best predictor of his/her "free choice" and "actual choice" concerning adoption of the new curriculum.