Determinants of Pre-Service Students Choice to Teach Secondary Agricultural EducationReport as inadecuate

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Journal of Agricultural Education, v52 n1 p61-71 2011

The purpose of this study was to explain and predict the factors that influence senior-level agricultural education students' choice to become a secondary agriculture teacher. The study focused on the extent to which beliefs and attitudes toward teaching influenced students' intent to select teaching secondary agricultural education as a career. An adaptation of the FIT-Choice[R] Scale instrument was distributed to senior-level students enrolled at institutions with teacher development programs to certify secondary agriculture teachers within nine states. A total of 145 students completed the instrument. Overall, characteristics of sex, perceived agriculture experience compared to their peers, years enrolled in school-based agricultural education courses, years of FFA membership, participation in SAE, and years of 4-H membership were not significant predictors of intent to teach. However, two beliefs about teaching sub-constructs (teacher morale, and expert career) were found to be significant predictors of students' intent to teach. Similarly, four attitudinal sub-constructs (fallback career, working with adolescents, intrinsic career value and job security) were significant predictors of intent to teach. Eight percent of intent to teach can be accounted for by attitude when controlling for beliefs. (Contains 1 figure and 4 tables.)

Descriptors: Education Courses, Agricultural Education, Preservice Teachers, Preferences, Secondary Education, Performance Factors, Beliefs, Student Teacher Attitudes, Student Characteristics, Predictor Variables, Intention, Participant Satisfaction, Job Satisfaction, Work Attitudes

American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:

Author: Lawver, Rebecca G.; Torres, Robert M.


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