PERCEPTIONS REGARDING PLANNING ACTIVITIES AND SUPERVISION STRATEGIES FOR SUPERVISED AGRICULTURAL EXPERIENCE PROGRAMS

Abstract

The purpose of the study was to describe the perceptions of Tennessee agriculture teachers regarding planning activities and supervision strategies for supervised agricultural experience programs (SAEP). Data were collected via a mailed questionnaire from 150 randomly selected teachers. Agriculture teachers who taught in multiple teacher departments, subscribed to The Agricultural Education Magazine, and counted their students SAEPs as part of their grade in agricultural education classes had more positive perceptions regarding planning activities. Agriculture teachers who were not enrolled in agricultural education courses while high school students, counted their students SAEPs as part of their grade in agricultural education classes, and had a class period during the school day for SAEP supervision had more positive perceptions regarding supervision strategies. Recommendations include encouraging local school systems to consider having multiple teacher agricultural education departments, conducting research to determine if there are benefits of counting students' SAEPs as part of their grade in agricultural education, and determining of there are benefits of providing teachers with a period for SAEP supervision during the school day.