Assessing Inservice Needs of Entry-Phase Agriculture Teachers in Texas.

The inservice needs of entry-phase agriculture teachers in Texas were examined in a descriptive study that focused on Texas entry-phase agriculture teachers' personal and situational characteristics, their own assessment of their performance on specific competencies, and their need for inservice training on specific competencies. The target population consisted of all 165 entry-phase agriculture teachers in Texas. The 165 teachers were randomly placed in four groups, each of which received a different survey instrument. Each instrument focused on one of the following: student services competencies, program management competencies, personal roles and relationship competencies, and planning and managing educational tools and technologies. Of the 165 teachers, 91 (55W) submitted usable responses. Nearly 70% of the teachers were interested in pursuing a master's degree, and 50% preferred coupling inservice training with graduate credit. Only 20% selected distance education as their preferred method of receiving inservice education. Of the 163 competencies rated, 71 had a mean rating of 3.00 or higher. Facilitating adult learning environments was identified as the area in which inservice training is most needed, and facilitating balance in professional relationships the area in which inservice training is least needed. (Contains 28 references.) (MN) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************