Teacher Beliefs and the Extent to Which Sustainable Agriculture Is Taught in High School

Muma, Mathew; Martin, Robert A.; Shelley, Mack

doi:10.1080/10440046.2011.606494

Cited by 4 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since there was similarity between the two groups on the main research variable of teacher beliefs or paradigms of SA/CA, results are generalized to the target population (Muma et al, 2010). The instrument was analyzed for reliability and inter-item consistency (Muma et al, 2011). The mean inter-item total correlation was .20 (Table 3).…”

Section: Resultsmentioning

confidence: 99%

“…The adequate number of items included in the scale and thus a multiplicity of traits or factors representative of the entire universe SA construct ensured the instrument achieved content vality (Muma, 2006). A pilot-study on a random sample of 48 high school agriculture teachers in Iowa State was used to determine inter-item consistency for the instrument (Muma et al, 2011). The teachers were excluded from the main study.…”

Section: Scale Constructionmentioning

confidence: 99%

“…The following statistics were generated from data analysis: frequencies, percentages, means, standard deviations, mean item, mean inter-item, and corrected item total correlations, coefficient alpha, Eigenvalues and principal component coefficients (Muma et al, 2011). Two-tailed non-directional null hypotheses were tested using α = 0.05 level of significance.…”

Section: Analysis Of Datamentioning

confidence: 99%

“…The scale was also expected to identify the main points of convergence and divergence between proponents and exponents of the two paradigms from relative endorsements of the paradigms (Beus & Dunlap, 1991). Muma, Martin and Shelley (2011) made a conclusion that the position taken by an individual on a particular paradigm on the scale is expected to translate into behavioral practices in agriculture reflecting the particular paradigm endorsed.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale

Muma¹,

Martin²,

Shelley³

2020

ASS

Self Cite

View full text Add to dashboard Cite

The study’s purpose was to analyze the validity of the construct of a self-made Alternative-Conventional Agricultural Paradigm scale using the teacher population teaching high school agriculture in the North Central Region of the USA. A random sample of 844 teachers was drawn. Teachers were self-administered questionnaires with 5-point Likert-type scales. Instrument inter-item consistency and item coherence were determined. The relatively high coefficient alpha (.82), mean item total correlation (.40), and unrotated first factors with modest number of items loading on the factor means that the scale has mainly one underlying construct. The teacher population holds consistent views and attitudes about SA constituting an agricultural paradigm. The instrument items are coherent as components of a whole and are related. However, the teacher population did not hold stronger paradigmatic views on the scale as can be expected because of their relatively low mean score item-total correlation and coefficient alpha for the instrument compared to what was found for the scale in the Beus and Dunlap (1991) study. This should be expected because agriculture teachers are not strong adherents of the two agricultural paradigms who can be expected to make extreme and polar scores on the scale. The instrument can therefore be used to preliminarily gauge the paradigmatic orientation of agriculture teachers in the region. Further research with the instrument with known groups supporting the two paradigms is necessary to establish its validity.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Scale Constructionmentioning

confidence: 99%

Section: Analysis Of Datamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale

Muma¹,

Martin²,

Shelley³

2020

ASS

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although attitudinal variables only partially account for explanation of an individual's behavior with respect to beliefs about a phenomenon (Fishbein & Ajzen, 2003, 2010 such as SA/CA practices (Jackson-Smith & Buttel, 2003;Petrzelka & Korsching, 1996), few studies have established the role of structural variables in explaining teaching behaviors in SA compared to findings about farming practices and beliefs about SA. Also, some of the variables found to partially account for teaching behaviors in SA, such as gender and farm background, vary across studies (Agbaje et al, 2001;Muma, Martin, & Shelley, 2011). Because of the findings that teachers' beliefs about SA may or may not influence the teaching about SA (Muma et al, 2010), analysis of attitudinal differences about SA among teachers and whether this plays a role in teaching about SA could help in the search for potential structural variables that may account for teaching about SA beyond the two paradigms of agriculture.…”

Section: Introductionmentioning

confidence: 99%

Teacher Differences in Beliefs and Perceptions About Sustainable Agriculture: Influence on the Teaching of High School Agriculture Curriculum

Muma¹,

Martin²,

Shelley³

2022

ASS

Self Cite

View full text Add to dashboard Cite

The purpose of the study was to determine agriculture teacher differences in beliefs and perceptions about sustainable agriculture (SA) and the associations of these with the teaching of SA in the 12 states of the Midwest US. A descriptive design using self-administered structured questionnaires with Likert measurements was adopted. A stratified random sample of 844 teachers were self-administered the questionnaires. Data were analyzed by ANOVA by comparing means and conducting post-hoc tests. Teachers who agreed and those who disagreed about SA beliefs had no statistically significant difference in their mean ratings of beliefs about SA. Those who were neutral and those who disagreed about SA beliefs had similar mean ratings. Teachers who agreed with SA beliefs and those who were neutral about SA beliefs had a statistically significant difference in their mean ratings of SA beliefs. All three of those groups taught SA topics to a moderate extent. This was not the case for teachers who differed about their perceptions of SA topics/practices. Therefore, teacher differences in beliefs about SA may or may not influence the teaching of SA topics. Teacher perceptions of selected SA practices only influenced the extent to which teachers taught SA. SA goals can be achieved via teaching to influence teacher knowledge, affect, cognition, behavior, and actions towards SA. Teacher professional development needs can be identified from their differences in perceptions about SA practices. An education approach promoting the building of bridges among different perspectives about SA and systems teaching-learning can help to achieve SA goals.

show abstract