Implementing Agricultural Literacy in Pennsylvania Elementary and Middle Schools: Perceptions of Principals
Open Access
- Author:
- Plunkert, Madisen
- Graduate Program:
- Education, Development, and Community Engagement (MS)
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- February 20, 2024
- Committee Members:
- Kevin Wylie Curry, Jr., Thesis Advisor/Co-Advisor
Kai Arthur Schafft, Committee Member
Mark Brennan, Professor in Charge/Director of Graduate Studies - Keywords:
- Agricultural Literacy
Principals
Agricultural Education
Literacy
Decision Making In Schools
Theory of Reasoned Action
Educational Change
Perceptions - Abstract:
- From the beginning of the Industrial Revolution, the U.S. has witnessed a dramatic shift in individuals engaged in production agriculture. Subsequently, citizens have moved away from agricultural-related settings, and the population has become detached from its food and fiber systems, exacerbating an employment gap in the agricultural workforce. Exposing youth to agricultural literacy in elementary and middle schools could 1) lead to an interest in agricultural careers, mitigating an impending employment shortage, and 2) cultivate an agriculturally literate society that can make informed decisions regarding agriculture. The purpose of this study was to describe Pennsylvania elementary and middle school principals’ perceptions of agriculture and agricultural literacy. The research questions that guided the study were: 1. What perceptions do K-8 principals have about agriculture? 2. What are principals’ perceptions regarding implementing agricultural literacy? 3. What factors do K-8 principals perceive as barriers to implementing agricultural literacy? 4. How likely are principals to advocate for the adoption of agricultural literacy in their schools? This quantitative study yielded 283 responses and a response rate of 13.02% from public school principals of grades K-8 in Pennsylvania, with results indicating that (1) principals hold positive perceptions of agriculture, (2) principals believe that agriculture can be implemented in their schools, and (3) principals’ top perceived barriers to implementing agricultural literacy are lack of training, increased accountability through standardized testing, lack of time for teachers to learn about agricultural literacy, and lack of funding, respectively.