Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education

Abstract

Teacher connectivity represents a relatively new and exciting construct within school based agricultural education. Existing research identifying a relationship between teacher connectivity and career commitment illuminates the need for additional research on teacher connectivity within schoolbased agricultural education. Framed using the Relational Theory of Working, the current research analyzes four facets of teacher connectivity (i.e., connection to the community, curriculum, school, and other school-based agricultural education teachers) alongside curriculum congruence, years of teaching experience, and teacher certification type. Results illustrate, among the majority of respondents, personal interest toward an agricultural subject exceeds the presence of that topic within their program. Across all areas studied, only 17.65% of responding teachers experienced alignment between their personal interests and level of curriculum represented within their program. Furthermore, results from this investigation highlight connectivity is highest among teachers who experience congruence between the presence of their curriculum and their personal interests, teachers later in their career, and teachers traditionally certified. In concert, results highlight teacher characteristics which may predispose a teacher to struggle establishing connections within the profession. Recommendations for research and practice are framed by aligning the theoretical framework, findings, and conclusions.