Laboratory Safety Needs of Kentucky School-Based Agricultural Mechanics Teachers

Abstract

The frequency and severity of accidents that occur in the agricultural mechanics laboratory can be reduced when these facilities are managed by educators who are competent in the area of laboratory safety and facility management (McKim & Saucier, 2011). To ensure teachers are technically competent and prepared to manage an agricultural mechanics laboratory, teacher educators and state supervisory staff must provide a comprehensive preservice education and professional development opportunities in the area of agricultural mechanics that improve teacher retention, program continuity, and ensure a future supply of fully qualified and highly motivated teachers (Osborne, 2007;Saucier, Terry, & Schumacher, 2009). In this study, data were collected with a web-based questionnaire designed to determine Kentucky agriculture teachers' perceptions of the importance of 14 agricultural mechanics laboratory safety competencies and their self-assessed ability to perform those competencies. The Borich (1980) Needs Assessment Model was used to assess these teachers' needs. Researchers found subjects were in need of continuing education in the area of laboratory safety. To improve teachers competence, educators should receive professional development through technical workshops, winter and summer conferences, and via webinars (

Does Agricultural Mechanics Laboratory Size Affect Agricultural Education Teachers' Job Satisfaction?

“…It can be concluded that several agricultural mechanics laboratories in Iowa are in need of updating and renovation to make them meet today's safety regulations. Saucier et al (2014) suggested that without adequately sized and safe working conditions, agricultural mechanics laboratories may lead to more accidents and reduced learning opportunities for the students using them.…”

“…With budget constraints, programs are not able to keep adequate supplies on hand for experiential laboratory activities (Blackburn & Kelsey, 2012;Shinn, 1987;Sutphin, 1984). Saucier et al (2014) stated that working with a reduced budget may lead to the agricultural educator cutting out selected safety items or choose to use cheaper versions of safety equipment. This could lead to the teacher neglecting the laboratory resulting in a lower quality program (Newcomb et al, 2004).…”

“…If teachers are forced to work with such budget constraints, they could become dissatisfied in their job (Woods & Weasmer, 2002) and lead to job dissatisfaction (Herzberg et al, 1959). Teachers that continue to use unsafe equipment and have inadequate space place students in a potentially dangerous situation and if accidents occur the agricultural education teacher could possibly be held liable in a lawsuit for professional negligence (Saucier et al, 2014).…”

Identifying the Agricultural Mechanics Knowledge and Skills Needed by Iowa School-based Agricultural Education Teachers

“…As many SBAE programs have retained coursework in agricultural mechanics, teachers should be prepared to work safely and effectively in such environments to properly employ and maximize such resources (Saucier, Vincent, & Anderson, 2014). Pre-service teachers often feel challenged when stepping into the role of teaching agricultural mechanics content (Tummons, Langley, Reed, & Paul, 2017).…”

“…This is reflected in early career teachers as well, as described by Burris, McLaughlin, McCulloch, Brashears, and Fraze (2010). Extensive research (Johnson & Schumacher, 1989;Johnson, Schumacher, & Stewart, 1990;McKim & Saucier, 2011a, 2011bSaucier & McKim, 2011;Saucier, McKim, & Tummons, 2012;Saucier et al, 2014; has been conducted to address in-service and pre-service teachers' laboratory management and safety education.…”