The impact of middle school agricultural education programs as perceived by Georgia middle school principals
Hadsock, Quinton Chester
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The purpose of this study was to determine Georgia middle school principal’s perceptions of agricultural education. According to the 10 x 15 Long Range Goal for Agricultural Education, “By 2015 there will be in operation 10,000 quality agricultural education programs serving students through an integrated model of classroom/laboratory instruction, experiential learning, and leadership and personal skill development” (National FFA Organization, a, 2009). Installing middle school agricultural education programs is one avenue to potentially meet this goal (Rayfield & Croom, 2007). The likelihood of having a quality agricultural education program is increased when administrative support is present (Kalme & Dyer, 2000). This quantitative study examines seventy-four Georgia middle school principals that have agricultural education programs at their school to determine their perception of agricultural education. Conclusions include principals have a perceived knowledge of agricultural education, principals perceive that agricultural education has a positive impact on student grades and test scores in math and science, and principals perceive that agricultural education has a positive impact on student leadership. The researcher recommends that the study should be duplicated individually in other states and collectively across the nation; research should be conducted to compare how principals without agricultural education programs perceive agricultural education; principals should be educated on the duties of a FFA advisor and the parts of agricultural education; principals should be educated on the benefits of agricultural education; and research should be conducted to compare principals perception of agricultural education’s impact on student leadership to other student leadership organization’s impact on students leadership.