| The primary purpose of this study was to identify perceptions of rural, urban, urban fringe, and central city vocational agriculture teachers concerning the role of the National FFA Organization in coordinating services, resources, programs, and activities relevant to the diverse needs of the local vocational agriculture student. A secondary purpose of the study was to determine the degree of current and future effectiveness of services, resources, programs, and activities sponsored by the National FFA Organization.;The mailed survey instrument was returned by 284 teachers (61) percent. Collected data were analyzed using the F-test (ANOVA) and descriptive statistics (Frequencies, Standard Deviations, and Percentages). Six null hypotheses statements were established. Statistical differences were tested among the four teacher groups according to the geographical location of the school with regard to a composite of role statements and composite of effectiveness ratings for National FFA services, resources, programs, and activities. The null hypotheses statements were not rejected. Evidence supporting differences among the perceptions of the four teacher groups was not found.;Responses among the four teacher groups concerning the current role statements were generally in favor of the present leadership, coordination, and support roles of the National FFA Organization. Services and resources were rated by all respondents as effectively serving the needs of current and future students. Programs and activities were rated by all respondents as effectively serving the needs of current and future vocational agriculture students and teachers.;Conclusions drawn, based on findings, were: (1) Geographical location of the vocational agriculture program has no significant effect on expectations held by agriculture teachers toward statements concerning current and future leadership, coordination, and support role of the National FFA Organization; (2) Existing services and resources, as sponsored by the National FFA Organization, appear to be "broad-based" and thus are serving the needs of vocational agriculture students and teachers from all school locations; (3) Existing National FFA services and resources will continue to meet the needs of students and teachers of the future regardless of the geographical location of the school; (4) Current National FFA Programs and activities have similar appeal to students and teachers from rural, urban, urban fringe, and central city vocational agriculture programs. Because of the general effectiveness of National FFA programs and activities at all school settings, there appears to be little need to design special programs for specific school locations; and (5) Existing National FFA programs and activities will tend to be more effective for future students, regardless of school location. Programs and activities currently "in-place" have the potential for meeting the educational and experiential needs of future vocational agriculture students and teachers.;Vocational agriculture teachers from throughout the United States comprised the population, of which 469 teachers were selected for inclusion in the sample. Teachers within the sample were grouped according to the geographical location of their school (rural, urban, urban fringe, and central city). |
