Agricultural Mechanics Laboratory Management Professional Development Needs of Wyoming Secondary Agriculture Teachers

Abstract

Accidents happen; however, the likelihood of accidents occurring in the agricultural mechanics laboratory is greatly reduced when agricultural mechanics laboratory facilities are managed by secondary agriculture teachers who are competent and knowledgeable. This study investigated the agricultural mechanics laboratory management in-service needs of Wyoming secondary agriculture teachers who are responsible for managing agricultural mechanics laboratories. Data were collected with a Web-based questionnaire designed to determine teachers' perceptions of the importance of 70 selected agricultural mechanics laboratory management competencies and their self-assessed ability to perform those competencies. The Borich (1980) needs assessment model was used to assess and evaluate the in-service needs of the teachers. This study found that Wyoming secondary agriculture teachers were in need of agricultural mechanics laboratory management in-service education in the areas of: first aid, correcting hazardous laboratory conditions, and general laboratory safety. Wyoming teacher educators, state agricultural education supervisory personnel, and local professional development coordinators should provide pertinent and continuous in-service education for Wyoming secondary agriculture teachers in the area of agricultural mechanics laboratory management through technical workshops, summer professional development conferences, and university instructed agricultural mechanics courses.

Assessing the Impact of a Semester-long Course in Agricultural Mechanics on Pre-service Agricultural Education Teachers’ Importance, Confidence, and Knowledge of Welding

“…As such, it was encouraging to see that these individuals recognized the importance of safety, especially in a laboratory setting where danger is present constantly. The need to be attentive to safety specific to agricultural mechanics laboratories has been documented well in the literature (McKim & Saucier, 2011;Saucier, McKim, & Tummons, 2012;Saucier, McKim, Murphy, & Terry, Jr., 2010;Saucier, Terry, Jr., & Schumacher, 2009).…”

Teacher-perceived Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics

“…The inadequacy of available instructional materials can be a major concern for educational stakeholders and may stem from numerous factors. In agricultural education, such factors could include: 1) lack of funding (Saucier, Vincent & Anderson, 2011), 2) outdated materials (Saucier, Terry, & Schumacher, 2009), 3) lack of adequate training (McKim & Saucier, 2011), and 4) lack of perceived importance (Shultz, Anderson, Shultz, & Paulsen, 2014). An insufficient supply and poor quality of instructional materials can create significant obstacles as teachers attempt to help students meet state-mandated content standards, pass examinations required for grade-to-grade promotion and high school graduation, and qualify for competitive opportunities in college and the workforce (Oaks & Saunders, 2002).…”

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

“…As also noted by Pate et al (2012) and based on the extensiveness of the list that emerged in the present study, there was much emphasis on laboratory management (i.e., "teacher skills"/laboratory management skills), indicating that the teachers who participated in the present study placed an emphasis on ensuring that SBAE teachers who provide instruction in agricultural mechanics content should be competent in a myriad of knowledge and skill areas beyond solely technical skills. As indicated by prior research (Johnson & Schumacher, 1989;Johnson et al, 1990;McKim & Saucier, 2011a, 2011bSaucier & McKim, 2011;Saucier et al, 2012;Saucier et al, 2014;, competence in agricultural mechanics laboratory management-related knowledge and skills (i.e., "teacher skills"/laboratory management skills) are of the utmost importance for both pre-service and in-service teachers' professional growth and development as SBAE teachers.…”

“…This is reflected in early career teachers as well, as described by Burris, McLaughlin, McCulloch, Brashears, and Fraze (2010). Extensive research (Johnson & Schumacher, 1989;Johnson, Schumacher, & Stewart, 1990;McKim & Saucier, 2011a, 2011bSaucier & McKim, 2011;Saucier, McKim, & Tummons, 2012;Saucier et al, 2014; has been conducted to address in-service and pre-service teachers' laboratory management and safety education.…”