The professional role of teachers of agriculture as perceived by teachers of agriculture and educational policy-makers in secondary schools in New York state

Technical, economic, and social changes in education and agriculture have resulted in new challenges for and demands on agricultural education and the professional role of agriculture teachers. This requires a redefinition of that role to accommodate these changes. The perceptions of teachers of agriculture and educational policy makers is essential to redefining the changing role of the agriculture teacher. Differences in role expectations can lead to frustration and early 'burnout' for agriculture teachers, making the definition of the agriculture teacher role essential to the profession.;Data was collected by survey of the total population of secondary school agriculture programs in New York State and the educational policy makers in those schools, using a 108-item role definitional activities questionnaire. Statistical analysis of the data included means and standard deviations.;Agriculture teachers in New York State perceive the majority of the 108 role definitional activities in this study to be "important" to "essential" to their role. The four activities rated highest by teachers: "Provide safety instruction"; "Be dependable"; "Show enthusiasm, loyalty, and belief in the profession"; and "Be positive in the profession". Administrators in schools having agriculture programs in New York State also perceive the majority of the activities identified to be "important" to "essential". Included in the highest rated activities by administrators are the same four as identified above as well as "Practice professional ethics".;There is a high degree of consensus as to the role of the agriculture teacher in New York State, as perceived by agriculture teachers themselves and their administrators. Only two activities showed any substantive disagreement between administrators and teachers: "Teach adult and young farmer programs" (administrators rate this activity higher) and "Improve agricultural facilities" (teachers rate this activity higher).;The purpose of this study is to examine perceptions of the professional role of secondary school teachers of agriculture in New York State by the agriculture teachers themselves and educational policy makers (building principal, superintendent, vocational/occupational director) in the schools in which those teachers work, and to make recommendations for change or action based upon those perceptions.;There are sub-groups within both populations that have some degree of disagreement about the importance of certain activities in which an agriculture teacher engages. Included in these subgroups are age, structure of the educational system, and degree of teaching experience.