Agricultural Leadership, Education, and Communication, Department of
Document Type
Article
Date of this Version
1977
Citation
Journal of the American Association of Teacher Educators in Agriculture (1977) 18(1): 9–16
Abstract
Forty teachers of vocational agriculture in Nebraska worked an average of 2,652 hours per year, or 221 hours per month. About one-third of their time was used for teaching agriculture day classes, 11% for supervising Future Farmers of America (FFA) activities, 8% for curriculum planning, and 6% for supervising occupational experience programs. These four duty categories accounted for 56% of the time of the teachers.
Of the five program-oriented variables studied and being reported, none had significant influence on mean hours worked per month for the 40 teachers. There were, however, several significant differences found among groups on the ANOVA tests for certain duty categories. Teachers with 21–60 students enrolled in their program devoted significantly higher mean hours per month to other school responsibilities. Teachers with 61–90 FFA members devoted significantly higher mean hours per month to teaching non-agriculture classes and completing award applications.
Teachers who conducted young farmer classes devoted significantly higher mean hours per month to conducting young farmer programs and participating in young farmer associations, and significantly fewer mean hours per month toward upkeep of facilities and serving as class sponsor. Teachers who conducted adult classes devoted significantly higher mean hours per month to conducting an adult program, participating in community activities, organizing, and using advisory committees, and conducting post-high agriculture instruction including supervision of on-job placement.
Teachers who utilized advisory committees devoted significantly higher mean hours per month to supervising occupational experience programs, completing award applications, and planning and using advisory groups
These data provide strong clues for the agriculture teacher, and for the teacher educator to (1) examine how teacher time is being utilized, and (2) evaluate if time is being efficiently and effectively allocated in line with established approved practices as outlined in federal, state, and local vocational education policy.
This article was based on paper number 5189, journal series, published by the Nebraska Agricultural Experiment Station.
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Comments
Used by permission.