Reimagining Agricultural Education: Teacher Beliefs and Intentions to Apply Social Science Research Concepts

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 1

Abstract

This quantitative study examined secondary agricultural education teachers’ behavioral, normative, and control beliefs, and their intentions to use social science research concepts after completing a graduate-level course. Using a correlational design grounded in the Theory of Planned Behavior, survey responses (n = 10) were analyzed with descriptive statistics and multiple linear regression. Teachers held favorable behavioral beliefs but viewed the concepts as less essential or valuable. Normative beliefs were low to moderate, while control beliefs were stronger, though time was a constraint. The regression model was significant and explained 85% of the variance in intentions, with behavioral beliefs as the strongest predictor. Findings suggest reinforcing perceived value, clarifying application, and addressing time limitations are key to supporting concept use.

Authors

• Erin Gorter, California Polytechnic State University - San Luis Obispo

• Hannah C. Parker, California Polytechnic State University - San Luis Obispo

• Nicole Ray, Cal Poly, San Luis Obispo