THE INSERVICE NEEDS OF BEGINNING TEACHERS OF AGRICULTURE AS PERCEIVED BY BEGINNING TEACHERS, TEACHER EDUCATORS, AND STATE SUPERVISORS

Abstract

The purpose of the study was to identify and prioritize the inservice needs of beginning agriculture teachers in the state of Missouri. The target populations for the study consisted of beginning (first- and second-year) agriculture teachers in Missouri during the 1994-95 academic year (N=37) and members of the Joint State Staff in Agricultural Education, which included teacher educators and state supervisors (N=16). Census populations were used. An instrument, using the Borich needs assessment model, was developed to assess the perceived level of importance and perceived level of competence of beginning teachers regarding 50 professional competencies. Twelve of the 50 professional competencies were identified by the beginning teachers as having a greater need for inservice education. The technical agriculture competencies were ranked lower in priority for inservice when compared to professional competencies in the areas of instruction, program planning and evaluation, and program administration. In general, the ranking of the inservice needs by the beginning teachers did not correspond with the rankings of the inservice needs as perceived by teacher educators and state supervisors.