An Assessment Of The Inservice Needs Of Beginning Teachers Of Agriculture Using Two Assessment Models

Abstract

The purpose of the study was to identify and prioritize the inservice needs of beginning teachers of agriculture in the state of Missouri. The target populations for the study consisted of beginning agriculture teachers in Missouri during the 1994-95 academic year (N=37) and members of the Joint State Staff in Agricultural Education, which included teachers educators and state supervisor (N=16). Census populations were used. The Borich needs assessment model was used to assess the perceived level of importance and competence of beginning teachers regarding 50 professional competencies. A quadrant analysis utilizing discrepancy scores from beginning teachers and the Joint State Staff for each of the 50 professional competencies was also performed. From the results of the Borich needs assessment model, 12 competencies were identified as having a greater need for inservice education. As a result of the quadrant analysis model, 16 competencies were identified as having a greater need for inservice education. In general, the inservice needs identified using the Borich needs assessment model corresponded with the inservice needs identified by the quadrant analysis model.