scholarly journals Perceptions of secondary school agriculture teachers regarding biomass production education in Iowa

2014 ◽  
Author(s):  
Guang Han
Keyword(s):  
Secondary School ◽  
Biomass Production ◽  
Agriculture Teachers

scholarly journals TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS

2018 ◽  
Vol 76 (4) ◽  
pp. 533-543
Author(s):  
Miriam N. Kyule ◽  
Jacob J. J. O. Konyango ◽  
Agnes O. Nkurumwa
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
Curriculum Implementation ◽  
Agricultural Activities ◽  
Agriculture Teachers ◽  
Dry Land ◽  
Teacher Factors ◽  
Agriculture Curriculum ◽  
Semi Arid

One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.

scholarly journals Influence of Selected Factors on the Choice of Agriculture Subject among Secondary School Students in Kisii and Nyamira Counties

2019 ◽  
pp. 1-12
Author(s):  
Elizabeth Makori ◽  
Samson Maobe ◽  
Johnson Nyangeri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Quantitative Methods ◽  
Survey Methodology ◽  
Pearson Correlation ◽  
Ministry Of Education ◽  
Agriculture Teachers ◽  
School Students ◽  
Agriculture Students ◽  
The Government

The purpose of the study was to determine the influence of selected factors on the choice of agriculture subject among secondary school students in Kisii and Nyamira Counties. With the objective of determining the influence of teachers on the choice of agriculture subject among students, to determine the influence of gender on the choice of agriculture subject among students, to explore the extent to which students attitude influence the choice of agriculture subject and finally to determine whether school finance influence the choice of agriculture subject among students in secondary schools. A survey methodology was employed to collect data from students and teachers with the help of a Questionnaire as the instrument for data collection. The study targeted form four agriculture students and agriculture teachers. Simple random sampling method was used to sample 330 agriculture students and 22 agriculture teachers while stratified sampling was used to sample 22 schools. Data from the students and teachers was analysed using qualitative and quantitative methods. Descriptive statistics including frequencies, means, as well as, standard deviation was used while inferential statistics which includes Pearson correlation and t-test was used to test the hypothesis, with levels of significance set at 0.05.Stastistical package for social sciences software version 20 was used for data analysis. The findings of this study show that agriculture teachers have got influence on student's choice of agriculture subject. The study revealed further that the gender of the student does not influence the choice of agriculture as a subject neither does the gender of a teacher influence student’s choice of agriculture. Additionally, the positive attitude exhibited by the students by studying agriculture often and quest to know more has an influence on choice of agriculture as a subject. Lastly, resources do not influence the choice of agriculture as a subject. The findings of the study might be useful to parents, teachers and the ministry of education. The study recommended that principals of schools to monitor syllabus delivery to ensure that the right content is taught, that career and guidance to be strengthened in schools for this will create awareness on career opportunities in the job market and finally ministry of education through the government to provide enough funds to schools to enable purchase of teaching learning resources.

Life Satisfaction Of Retired West Virginia Secondary School Agriculture Teachers

1992 ◽  
Vol 33 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Kerry S. Odell ◽  
John W. Soloninka ◽  
Layle D. Lawrence
Keyword(s):  
Life Satisfaction ◽  
West Virginia ◽  
Secondary School ◽  
Agriculture Teachers

scholarly journals Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini

2020 ◽  
Vol 3 (2) ◽  
pp. p21
Author(s):  
Mpendulo Mathenjwa ◽  
Marietta. P. Dlamini
Keyword(s):  
Teacher Efficacy ◽  
Secondary School ◽  
Classroom Management ◽  
Teaching Effectiveness ◽  
Teaching Experience ◽  
Study Data ◽  
Agriculture Teachers ◽  
Senior Secondary School ◽  
Subject Specialization ◽  
Senior Secondary

Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.

Sign in / Sign up

Export Citation Format

Share Document