Table 4 Barriers Influencing Missouri School-Based Agriculture Teachers to Avoid the Instruction of Oxy-Gas Cutting/Welding Curriculum (n = 32) Levels of Influence 0 1 2 3 4 Factor f % f % f % f % f % M SD Equipment Available to Teach 5 15.20 3 9.10 7 21.20 5 15.20 13 39.40 2.55 1.48 Budget Available to Teach 5 15.20 5 15.20 3 9.10 8 24.20 12 36.40 2.52 1.50 Facilities Available to Teach 6 18.20 4 12.10 5 15.20 7 21.20 11 33.30 2.39 1.52 Personal Interest in Teaching 8 24.20 3 9.10 6 18.20 11 33.30 5 15.20 2.06 1.44 Personal Importance 8 24.20 3 9.10 6 18.20 12 36.40 4 12.10 2.03 1.40 Personal Ability to Teach 9 27.30 3 9.10 4 12.10 12 36.40 5 15.20 2.03 1.49 Experience in Teaching 8 24.20 4 12.10 5 15.20 12 36.40 4 12.10 2.00 1.41 Student Importance 8 24.20 5 15.20 6 18.20 12 36.40 2 6.10 1.85 1.33 Community Importance 10 30.30 7 21.20 7 21.20 9 27.30 0 0.00 1.45 1.20 Administration Importance 12 36.40 5 15.20 7 21.20 7 21.20 2 6.10 1.45 1.35 Note. Levels of Influence: 0 to 0.50 = No Influence, 0.51. to 1.50 = Little Influence, 1.51 to 2.50 = Some Influence, 2.51 to 3.50 = Moderate Influence, 3.51 to 4.00 = Great Influence Teachers also indicated that the factor had the greatest impact on their decision to not teach the Facilities Available to Teach curriculum area of woodworking to their students (Mean = 1.87; = 1.73). Likewise, influenced teachers SD Administration Importance the least to not teach woodworking curriculum to students enrolled in Agricultural Construction 1 and/or 2 (Mean = 1.11; Median SD = 1.22). Further data concerning this curriculum area are displayed in Table 5.
Table 4 Barriers Influencing Missouri School-Based Agriculture Teachers to Avoid the Instruction of Oxy-Gas Cutting/Welding Curriculum (n = 32) Factor Levels of Influence 0 1 2 3 4 f % f % f % f % f % M SD Equipment Available to Teach 5 15.20 3 9.10 7 21.20 5 15.20 13 39.40 2.55 1.48 Budget Available to Teach 5 15.20 5 15.20 3 9.10 8 24.20 12 36.40 2.52 1.50 Facilities Available to Teach 6 18.20 4 12.10 5 15.20 7 21.20 11 33.30 2.39 1.52 Personal Interest in Teaching 8 24.20 3 9.10 6 18.20 11 33.30 5 15.20 2.06 1.44 Personal Importance 8 24.20 3 9.10 6 18.20 12 36.40 4 12.10 2.03 1.40 Personal Ability to Teach 9 27.30 3 9.10 4 12.10 12 36.40 5 15.20 2.03 1.49 Experience in Teaching 8 24.20 4 12.10 5 15.20 12 36.40 4 12.10 2.00 1.41 Student Importance 8 24.20 5 15.20 6 18.20 12 36.40 2 6.10 1.85 1.33 Community Importance 10 30.30 7 21.20 7 21.20 9 27.30 0 0.00 1.45 1.20 Administration Importance 12 36.40 5 15.20 7 21.20 7 21.20 2 6.10 1.45 1.35 Note. Levels of Influence: 0 to 0.50 = No Influence, 0.51. to 1.50 = Little Influence, 1.51 to 2.50 = Some Influence, 2.51 to 3.50 = Moderate Influence, 3.51 to 4.00 = Great Influence Teachers also indicated that the factor Facilities Available to Teach had the greatest impact on their decision to not teach the curriculum area of woodworking to their students (Mean = 1.87; SD = 1.73). Likewise, Administration Importance influenced teachers the least to not teach woodworking curriculum to students enrolled in Agricultural Construction 1 and/or 2 (Mean = 1.11; Median SD = 1.22). Further data concerning this curriculum area are displayed in Table 5.
WAAAE_Bellingham%20Conference%20Proceedings_2012[2].docx