The purpose of this descriptive cen

The purpose of this descriptive census study was to survey agriculture teachers (N
= 348) in Georgia to determine perceived level of importance, competence, and preservice/in-service
training needs for a set of non-instructional, agriculture teacher
competencies, specifically associated with duties related to managing the “total
program” of agricultural education. Sixty one percent of the teachers (n = 212)
completed a modified version of Joerger’s (2002) Minnesota Beginning Agricultural
Education Teacher In-service Programming Needs Assessment instrument, which was
based on Borich’s (1980) Needs Assessment Model. Mean and Standard Deviation were
calculated to indicate teachers’ perceived level of importance and competence for each
professional competency, while Mean Weighted Discrepancy Scores were calculated to
represent in-service and pre-service needs. Teachers considered all of the noninstructional
competencies needed for managing the total program of agricultural
education important. They also considered themselves at least somewhat competent in
each of the competencies. According to the Georgia agriculture teachers in this study,
the most important training need for either pre-service teacher education or professional
development was advising students about post-secondary education in agriculture. Other
highly rated pre-service/in-service training needs included preparing FFA proficiency
award applications and FFA degree applications, developing an effective public
relations program, and developing Supervised Agricultural Experience (SAE)
opportunities for students.