| Scope and Method of Study. The purpose of the study was to determine the Entry-Year Vocational Agriculture Teachers' and the Entry-Year Committee Members' perception of the Entry-Year Assistance Program. The study sought answers to questions pertaining to assistance provided, importance, major strengths, major problems, classroom management, and the continuance of the Entry-Year Assistance Program.;Findings and Conclusions. The perception of the Entry-Year Assistance Program by the Entry-Year Vocational Agriculture Teachers and Entry-Year Assistance Committee Members indicated that the program was "Very Important" or "Important." It was further indicated that the reasons for the importance of the Entry-Year Assistance Program were: (1) it provided an opportunity for consultation and discussion, (2) it created a feeling of security, and (3) it provided the assistance needed to improve classroom management. Other conclusions drawn from the analysis of the findings indicated that "Assistance from the Entry-Year Assistance Committee (as a whole)," "Moral support," and "Guidance in making decisions" were major strengths, while "Amount of time required" was the major problem of the Entry-Year Assistance Program. An overwhelming majority of the respondents believed the evaluation/observation instrument provided a fair assessment of the Entry-Year Vocational Agriculture Teachers' abilities. Due to the responses elicited, it was concluded: (1) Entry-Year Vocational Agriculture Teachers were provided an opportunity to adjust and improve as the year progressed and (2) parental input was a valuable consideration for determining certification. However, a need for additional orientation, improvement in staff development, and more teacher consultants providing the required 72 hours of assistance was indicated by the respondents of this study. Based upon notable findings, it was concluded that an overwhelming majority of the respondents favored the continuance of the Entry-Year Assistance Program.;The population of the study consisted of all 212 Entry-Year Vocational Agriculture Teachers and Vocational Agriculture Entry-Year Assistance Committee Members who participated in the Entry-Year Assistance Program during the academic years of 1982-83 and 1983-84. Of the total population, 205 (96.69%) responded to the telephone interview. |
