The Masks We Wear: A Quantitative Analysis of Motivational Factors of School Based Agriculture Education Teachers during a Pandemic

Autor/inn/en	Clemons, Christopher A.; McKibben, Jason; Lindner, James
Titel	The Masks We Wear: A Quantitative Analysis of Motivational Factors of School Based Agriculture Education Teachers during a Pandemic
Quelle	In: Journal of Agricultural Education, 62 (2021) 2, S.83-96 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Teacher Motivation; Agriculture Teachers; COVID-19; Pandemics; Secondary School Teachers; Distance Education; Teacher Characteristics; Teacher Attitudes; Self Concept; Alabama + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Selbstkonzept
Abstract	Prior to the COVID-19 pandemic, school-based agriculture education (SBAE) was framed within a traditional approach to teaching and learning; teachers and students shared classrooms, met learning objectives, and promoted their local FFA programs. This study address the degrees of personal and professional motivation experienced by secondary agriscience teachers transition to remote/distance education instruction during the COVID-19 global pandemic. The theoretical framework for this study was structured within expectancy value theory (Atkinson, 1957) and bound by Weiner's attribution theory (1972). Atkinson (1957) postulated that individual decisions dictate a person's role in behaviors associated with a defined task. Three research objectives guided this investigation to more clearly understand teachers' perceptions of personal and professional motivation: identify the characteristics of Alabama SBAE teachers during the pandemic, articulate how COVID-19 affected SBAE teacher's personal dispositions toward teaching agriscience education, and understand SBAE teachers' professional motivation during COVID-19. The questionnaire invitation was sent to 115 (n = 115) middle/secondary school agriscience education teachers in Alabama with 64 (n = 64) respondents attempting the questionnaire. Respondents indicated positive motivation in addressing their professional duties as a classroom teacher even as they lack the traditional classroom or lab. Teachers were motivated to make positive changes in their program with regards to FFA and SAE but are less than positive about their ability to make those changes in the online learning modality. This is consistent with existing understandings of online learning and the embrace of novel experiences. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01