Perceptions of work among California agriculture teachers

Agricultural education programs have changed as American society changes. The role of the agriculture teacher evolves with these changes. The evolution of the role includes the expansion of job responsibility, professional development, and academic accountability across several scientific, business, and humanity fields (Conroy & Kelsey, 2000; National Research Council, 1988). In addition to classroom responsibilities, agriculture teachers are involved with student organizations, community service, and collaboration with community members and leaders. The purpose of this study was to describe how secondary agriculture teachers in California perceive their work. Using Q method as a research approach, 23 secondary agriculture teachers from the Central and San Joaquin regions of the California Agriculture Teachers Association were invited to participate in the study. The instrument used to collect data was a Q-sort of 36 statements describing various teaching responsibilities, which were extracted from the literature and interviews with teachers in agricultural education. Q-sort is an activity of ranking statements. Participants sorted the statements twice: once for their actual perceptions of work and another time for their perceptions of ideal teaching in agriculture. The 46 Q-sorts were analyzed using Q factor analysis resulting in three theoretical perceptions of work. These factors were interpreted as Activities Coach, Academic Teacher, and Vocational Mentor. Results have implications for professional development for these types of teachers