Supervision of Agricultural Educators in Secondary Schools: What Do Teachers Want From Their Principals?

Abstract

The purpose of this multi-state study was to identify agricultural education teachers’ perceived level of importance regarding selected instructional supervisory practices used in the nonformal components of agricultural education. The theoretical frame supporting this study was the theory of andragogy. Data were reported on the perceived importance of 28 instructional supervisor practices. Agricultural education teachers indicated that the instructional supervisor should understand and support the teaching and learning processes used in nonformal settings, provide them with resources, and observe them in aspects of their teaching that transcend the traditional classroom. Female agricultural education teachers perceived all nonformal instructional supervisory practices as more important than did male agricultural education teachers. Researchers recommend that agricultural educators and the principals who supervise them incorporate the supervision of teaching in the nonformal setting into evaluation protocols.