Perceptions of Oklahoma agricultural education teachers of selected aspects of sustainable agriculture

Scope and method of study. The population of this study included all (446) Oklahoma Agricultural Education teachers (hereafter referred to as teachers) under contract to public schools during the academic year 1991-1992. The investigator designed questionnaire was distributed and collected at the five Oklahoma FFA Association Chapter Officer Leadership Training Conferences. Teachers not attending the conferences were mailed a survey instrument and asked to return the completed survey. A total of 368 (82.51%) of the teachers responded. The survey instrument elicited both quantitative and qualitative data which were analyzed using descriptive statistical procedures.;Findings and conclusions. Teachers were generally positive about the use of sustainable agriculture topics in teaching Agricultural Education courses. A majority of the teachers stated that they would teach sustainable agriculture topics in the production and natural resource oriented courses, but no indication was observed of intent to teach these topics in the less traditional courses. Specific topics that were identified as being the most highly emphasized by teachers included alternative enterprises, rural community development, pasture rotation, range and brush control, water quality, and soil erosion. The most frequently identified sustainable agriculture topics that would be taught and the courses in which they would be taught included wildlife management in the Natural Resources course, pasture rotation in the Production Management I course, cover crops in the Agriculture II course, and organic gardening in the Horticulture II course. Topics dealing with rural development and rural population sustainability were most frequently identified as being those that would be taught in the agribusiness oriented courses and as a part of the FFA program. Alternative enterprises was the most frequently identified sustainable agriculture topic that teachers stated would be taught as part of the SAE program. Curriculum material was rated fair or poor in all areas other than conservation practices which was rated as being good. When asked why they would teach sustainable agriculture, most teachers listed personal interest, student interest, economic importance, and personal experience as reasons. A minority of teachers listed lack of curriculum, lack of student interest, lack of personal interest, and personal experience as reasons why they would not teach sustainable agriculture. Responses concerning why students should learn sustainable agriculture were overwhelmingly positive as were responses dealing with teachers' overall opinions of the sustainable agriculture movement.