Masters Theses

Date of Award

8-2004

Degree Type

Thesis

Degree Name

Master of Science

Major

Agriculture and Extension Education

Major Professor

Randol G. Waters

Committee Members

Norma Mertz, Roy Lessly

Abstract

The purpose of this study was to focus on the emergence of year-round education and its possible effects on agricultural education programs throughout the state of Tennessee. The study collected perceptions of teachers who currently teach in a Tennessee high school agriculture program regarding the implementation of a year-round program at their school.

A survey was designed and sent to all 284 teachers identified in the 2002-2003 Tennessee Agriculture teacher directory. Findings were based upon a 69% response rate.

Findings

  • The total number of survey respondents was 197; of these 93 .1 % taught in schools operating on a traditional schedule, while 6.9% taught in schools that operate on a year-round schedule.
  • Of the 197 respondents 73.9% stated no schedule change was being proposed by their respective school district, 25% are proposing a change from a traditional schedule to a year-round schedule, and 1.1 % stated their school system is proposing a change from a year-round to a traditional schedule.
  • The majority (59.1 %) of the agriculture education instructors at schools on traditional schedules showed some level of concern regarding the implementation of a year-round schedule at their school.
  • Of the respondents on a traditional schedule the largest percentage (38.7%) showed some level of agreement with the statement: 'If a year-round schedule is implemented at my school my instructional methods would not change.' However, the largest number (41.7%) of teachers on a year-round schedule were neutral regarding this statement.
  • The largest percentage of respondents on a traditional schedule felt that both teacher (43.4%) and student burnout (45.7%) would increase following the implementation of a year-round schedule. The largest number (50%) of teachers on a year-round schedule felt that teacher burnout would decrease even though the respondents were evenly divided regarding increased/decreased student burnout. vi
  • The majority (59.8%) of respondents on a traditional schedule felt that student discipline problems would remain the same following the implementation of a year-round schedule. The largest percentage of respondents (41.7%) on a year-round schedule felt that discipline problems would increase.
  • Of the teachers on a traditional schedule 39.5% felt that the time students spend on S.A.E.'s would decrease while 39% were neutral. The majority of the respondents on a year-round schedule were neutral.
  • The majority (68.2%) of respondents on a traditional schedule as well as those on a year-round schedule, felt that it would be more difficult to schedule events such as State Convention and FF A Camp.

Conclusions

  • Forty-nine (26.1 % ) teachers stated their schools are proposing schedule changes indicating that schedule changes may be forthcoming for some Tennessee high school agriculture programs.
  • The majority of teachers on a traditional schedule are concerned about the implementation of a year-round schedule at their school while the majority of teachers on a year-round schedule are not concerned. This possibly makes the concerns of teachers on a traditional schedule unwarranted and influenced by inexperience with the schedule itself.
  • There are differing "biggest concerns" regarding the implementation of a year-round schedule between the two statistical groups. This raises the question, "Are changes in curriculum and instruction the biggest concern of teachers beginning to teach on a year-round schedule?"
  • The largest number of teachers on a traditional schedule feel that teacher burnout would increase following the implementation of a year-round schedule at the school where they currently teach. However, the largest number of teachers on a year-round schedule feel that teacher burnout would decrease reaffirming the data given from Ballinger, Kirschenbaum, and Poimbeauf ( 1987).
  • The largest number of respondents currently on a year-round schedule stated that student discipline problems would increase, contradicting the data collected from the Oxnard School District (Oxnard, 1992).

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