A Study of the Self-Perceived Teaching Effectiveness of Female and Male Vocational Agriculture/Agribusiness Teachers in the United States.

Autor/in	Moore, Susan Fayette
Titel	A Study of the Self-Perceived Teaching Effectiveness of Female and Male Vocational Agriculture/Agribusiness Teachers in the United States.
Quelle	(1978), (193 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Agricultural Education; Comparative Analysis; Masters Theses; National Surveys; Questionnaires; Secondary Education; Self Concept; Self Evaluation; Sex Differences; Teacher Effectiveness; Teaching Skills; Vocational Education Teachers; United States + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Fragebogen; Sekundarbereich; Selbstkonzept; Sex difference; Geschlechtsunterschied; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausbilder; USA
Abstract	The self-perceived teaching effectiveness of female and male vocational agriculture/agribusiness teachers in the United States was studied. The population for the study consisted of all female teachers of vocational agriculture/agribusiness in the United States (325) and an equal number of randomly selected male teachers of vocational agriculture/agribusiness. The data were collected with a mailed questionnaire. Along with the biographical and professional information, the instrument assessed the self-perceived teaching effectiveness of the respondents on thirty-nine commonly performed competencies in the following areas: program planning, classroom and laboratory instruction, Future Farmers of America (FFA), supervised occupational experience programs, adult education, and public relations, advisory committees, and professionalism. Based on the findings, it was concluded that (1) females do perceive themselves to be effective as teachers; (2) the self-perceptions of the effectiveness of female and male teachers are not significantly different (at the .05 level) for a majority of the competencies commonly performed by teachers of vocational agriculture/agribusiness; (3) over half of the commonly performed competencies in which females rated themselves significantly lower were in the competency area of FFA; and (4) in states where females are employed as teachers of vocational agriculture/agribusiness, they are generally teaching horticulture, whereas the male teachers are generally teaching basic vocational agriculture/agribusiness and production agriculture. (Author/JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC