School-Based Agricultural Education Teachers’ Current Level of STEM Integration
Keywords:
School-Based Agricultural Education, STEM Integration, Human Capital Theory, Teacher Self-EfficacyAbstract
Agricultural careers require a higher level of STEM comprehension and application than ever before, and SBAE teachers have the opportunity to be at the forefront of preparing the next generation of this essential workforce. The need for SBAE to prepare students for college and career readiness is evident, but a gap in the research makes it difficult for teachers to integrate STEM curriculum in their agricultural classrooms. This study implemented human capital theory to undergird the research, as the purpose of this study was to determine the current level of STEM integration in SBAE classrooms in Oklahoma and South Carolina. An exploratory, nonexperimental survey research study, undergirded by the human capital theory, aimed to reach SBAE teachers in Oklahoma and South Carolina. Science was the most commonly integrated STEM component, with 91% of participants reporting regular integration in their curriculum. Overall, SBAE teachers reported being most efficacious in science, followed by math, technology, and engineering. Although this study is limited to SBAE teachers in Oklahoma and South Carolina, teacher preparation programs should consider the findings of this study as a potential need in their state related to SBAE teachers' preparedness to integrate STEM. As this study was exploratory, additional research is essential to better support SBAE teachers.
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