Further investigation is needed to determine the specific laboratory management needs of agricultural education teachers. The theoretical foundation which guided this study was Bandura's theory of self-efficacy (1997). To further align this theory with this study, researchers explored
the beliefs and one's capabilities to organize and excute the course of action to manage an agricultural mechanics laboratory. The research objectives for this study were: Determine the self-perceived level(s) of importance and ability as related to agricultural mechanics laboratory management
competencies and determine the professional development needs of Iowa school-based agricultural education teachers regarding agricultural mechanics laboratory management competencies. Results of the Mean Weighted Discrepancy Scores (MWDS) indicated teacher's greatest in-service needs revolved
around hazardous laboratory conditions and materials. The competencies which ranked the highest included correcting hazardous laboratory conditions, safely disposing of hazardous materials, properly installing and maintaining safety devices and emergency equipment, safely handling hazardous
materials, and safely storing hazardous materials. Agricultural education teachers need professional development in the realm of hazardous conditions within the confines of an agricultural mechanics laboratory and handling hazardous materials. Working with hazardous materials is a critical
competency agricultural educators must have when managing any type of laboratory.
Does Prior Experience in Secondary Agricultural Mechanics Affect Pre-service Agricultural Education Teachers' Intentions to Enroll in Post-secondary Agricultural Mechanics Coursework?
