The purpose of the study was to identify and prioritize the inservice needs of beginning agriculture teachers in the state of Missouri. The target populations for the study consisted of beginning (first-and second-year) agriculture teachers in Missouri during the 1994-95 academic year (N=37) and members of the Joint State Staff in Agricultural Education, which included teacher educators and state supervisors (N=16). Census populations were used. An instrument, using the Borich needs assessment model, was developed to assess the perceived level of importance and perceived level of competence of beginning teachers regarding 50 professional competencies. Twelve of the 50 professional competencies were identified by the beginning teachers as having a greater need for inservice education. The technical agriculture competencies were ranked lower in priority for inservice when compared to professional competencies in the areas of instruction, program planning and evaluation, and program administration. In general, the ranking of the inservice needs by the beginning teachers did not correspond with the rankings of the inservice needs as perceived by teacher educators and state supervisors.
The purpose of the study was to identify and prioritize the inservice needs of beginning teachers of agriculture in the state of Missouri. The target populations for the study consisted of beginning agriculture teachers in Missouri during the 1994-95 academic year (N=37) and members of the Joint State Staff in Agricultural Education, which included teachers educators and state supervisor (N=16). Census populations were used. The Borich needs assessment model was used to assess the perceived level of importance and competence of beginning teachers regarding 50 professional competencies. A quadrant analysis utilizing discrepancy scores from beginning teachers and the Joint State Staff for each of the 50 professional competencies was also performed From the results of the Borich needs assessment model, I2 competencies were identified as having a greater need for inservice education. As a result of the quadrant analysis model, 16 competencies were identified as having a greater need for inservice education. In general, the inservice needs identified using the Borich needs assessment model corresponded with the inservice needs identified by the quadrant analysis model.
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