Attitudes and Perceptions of Stakeholders toward the FFA and it's Perceived Importance for Student Success



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This study aimed to describe and compare stakeholders' perceptions and attitudes toward FFA in Texas and its relation to student success. Stakeholders are defined as FFA alumni, secondary school principals, university department heads, and employers. The researcher conducted the study utilizing a descriptive survey research design. Four survey instruments were developed by the researcher using a Qualtrics research tool and distributed electronically by email to 2,067 previous members of the Texas FFA Association, known as FFA alumni, 1,081 secondary education high school principals, known as school admin, 72 four-year university department heads, and utilizing the link-tracing method of sampling sent to 160 Texas employers. The data was analyzed using Microsoft Excel descriptive statistics and a general linear model in SAS version 9.4. There were 257 responses to the FFA alum survey, with a response rate of 12%; 255 responses to the school admin survey, with a response rate of 24%; 29 responses to the department head survey, with a response rate of 40%; and finally, 31 responses to the employer survey with a response rate of 19%. The study found that stakeholders have positive attitudes and perceptions of the FFA overall. Membership in career and technical student organizations like the FFA was extremely important and higher than all other high school activities. The FFA was ranked extremely important and ranked higher than all other career and technical student
organizations that were presented. Statistical differences were observed between stakeholder groups. These differences were most significant among university department heads and employers. Statistical differences were also observed between stakeholders with different experiences, like having an agricultural background. It is recommended that communication efforts between FFA professionals and stakeholders be strengthened. Efforts should be made to engage stakeholders with FFA programs to increase knowledge of objectives and goals. Further research should be done on tools and experiences that positively impact stakeholder attitudes and perceptions. These attitudes and perceptions, short– and long–term impacts should also be studied.



Education, Agricultural


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