Instructional Supervision of Agricultural Education Teachers: Perceptions Regarding Selected Beliefs

Y

15

Teacher Supervision; Agricultural Education; Teacher Attitudes; Beliefs; Principals; Gender Differences; Teacher Surveys; Secondary School Teachers; High Schools; Statistical Analysis

Arizona; Georgia; Illinois; Iowa; Louisiana; Maine; Montana; New Jersey; New Mexico; North Dakota; Oklahoma; Pennsylvania; South Dakota; Tennessee; Utah; Washington; West Virginia

1042-0541

The purpose of this study was to identify beliefs held by agricultural education teachers regarding the supervision of instruction by the principal. This study was based on the work of Ferguson and Bargh (2004) regarding how social perception can automatically influence behavior. Data were reported on ten general beliefs regarding instructional supervision. Agricultural education teachers indicated that instructional supervision should be used in all teachable moment situations where teachers and learners interact; is collaborative in nature; is conducted to help the learner; and is more art than science. Female agricultural education teachers' beliefs varied from their male counterparts regarding location of the instructional supervision process. Recommendations indicate that agricultural education teachers should become engaged in a holistic approach to supervision that takes into consideration the formal and nonformal aspects of their professional practice.

As Provided

56

2016

EJ1122265