A FOLLOW-UP STUDY OF AGRICULTURAL EDUCATION PROGRAM GRADUATES ON TEACHING COMPETENCIES

Abstract

The purpose of this follow-up study was to determine perceptions among New Mexico State University pre-service agricultural education program graduates (Bachelor of Science in Agriculture degree completers) from 1990 to 2001 who are currently teaching agriculture on their attainment of teacher competencies and professional development activities influencing their growth on these teacher competencies since graduation. Data were gathered using a researcher-developed questionnaire. Participants perceived their at-graduation teacher competency abilities as satisfactory on average. On average, participants perceived their current teacher competency abilities to be between satisfactory and very good. For each of the 28 teacher competency statements, participants perceived growth from the time of graduation to their current abilities. The biggest improvement was on participants’ ability to keep students on task. The least improvement was on their enthusiasm toward all facets of the educational program, however, this teacher competency statement was rated highest at graduation and maintained a high ranking as a current ability. Given a list of professional development activities, participants perceived on-the-job experience as having the highest level of influence on their teacher competency ability growth from the time of graduation to the present. Recommendations for program improvement and further research are offered.