Implications of the COVID-19 pandemic on school-based agricultural education teachers in South Carolina

Understanding a complete school-based agricultural education (SBAE) program and the many tasks at hand for the teacher are critical in determining the impacts of the COVID-19 pandemic on SBAE teachers. The human capital theory was used to undergird this study, focusing on the components impacting the effectiveness of SBAE teachers. The purpose of the study was to determine the implications of the COVID-19 pandemic on SBAE teachers in South Carolina (SC). This non-experimental survey research study reached 46.5% of SBAE teachers in SC through the electronic distribution of a 27-item survey instrument implementing a then-now design. SBAE teachers in SC felt less prepared to deliver relevant classroom instruction, supervise supervised agricultural experiences - projects, advise FFA members, and train Career and Leadership Development Events teams now than they did prior to the COVID-19 pandemic, while they feel more prepared to teach student virtually than ever before. The pandemic impacted the preparedness and self-efficacy of SBAE teachers, impacting both their career and personal life satisfaction. Moving forward SBAE teachers should evaluate their roles and responsibilities associated with their career and determine how to best bring balance into their lives. Additional research on the roles and responsibilities of SBAE teachers post-pandemic should also be considered.

The Impacts of COVID-19 on school-based agricultural education teachers in the U.S.

The COVID-19 pandemic of 2020 disrupted education all over the world. Teachers and students were forced to adapt to online learning. In the U.S., school-based agricultural education (SBAE) teachers faced challenges in delivering what is traditionally a hands-on curriculum. This study used a Pedagogical Design Capacity framework to understand the experiences of four SBAE teachers at different career stages and different geographic regions of the U.S. Our results showed dissatisfaction over initial changes, frustrations over changes to program outcomes, and impacts to teacher well-being. Recommendations for research, practice, and policy are provided.