An assessment of factors affecting the competency of agricultural mechanization programs and teachers in the Islamic Republic of Iran.

摘要

This research addresses the factors that affect the competency of Iran's agriculture mechanization teachers through a comprehensive questionnaire returned by 73 percent of the 149 teachers surveyed. Factors assessed included demographic and professional characteristics, teacher's perceptions of the adequacy of training, tools and equipment and in-service training needs. The survey documented that the typical agricultural mechanization teacher is male, born and reared in an urban area and holds a baccalaureate degree in agricultural engineering. The majority of teachers received between 21 and 30 hours agricultural mechanization training and 54.7% had some prior agricultural expertise before teaching. Their experience ranged from 1--5 years (53.7%) to more than twenty years (15.8%).; The majority of the 13 mechanic skills surveyed indicated that this area was not stressed enough in the program. Farm power and machinery skills were taught more than mechanic skills. Among the farm power and machinery skills, the majority of teachers taught tractor-related skills and introductory courses whereas equipment adjustment and repair courses were lacking in the curriculum. In 9 of 13 mechanic skills surveyed, agricultural mechanization teachers rated their competency below 2, on a scale of 0 to 4, with 4 being the highest. Among the 31 power and machinery skills surveyed, teachers gave their highest competency to a large spectrum of tractor skills, primary and secondary tillage machinery and growing machinery skills.; Teachers' responses show that the availability of instructional tools and equipment is not considered satisfactory and a strong desire exists for in-service training in mechanic skills. Overall the teachers reported that instructional tools and equipment availability in the power and machinery skills are more adequate than in the area of mechanic skills. Training in tractor skills was deemed adequately met.; Four hypotheses were examined: (1) age had a highly significant relationship to teacher competency, (2) the level of education and area of experience were statistically significant for mechanic skills whereas level of education, agricultural engineering degree and years of teaching agriculture mechanic were statically significant for power and machinery skills, (3) the relationship between number of credit hours earned and teacher competency was highly significant, and (4) the age and location of the agricultural high school were significant with respect to availability of instructional tools and equipment.