ASSESSING THE SKILLSETS OF ALTERNATIVELY CERTIFIED AGRICULTURAL SCIENCE TEACHERS: A DELPHI STUDY
The purpose of this descriptive study was to determine what competencies need to be included in alternative certification programs to best serve the alternatively certified teacher in agricultural science. Chapman’s Model of Teacher Retention served as the theoretical framework for this study. The selected population of this descriptive study was identified as alternatively certified agricultural science teachers in the state of Texas. In order to achieve the purpose of this study, data was collected via Qualtrics surveys from alternatively certified agriculture science teachers. Data was collected using three rounds of survey instruments using the Delphi method along with an initial demographic survey distributed across the state. Two-hundred and thirty-three demographic surveys were completed state-wide; of those, 42 respondents identified as being alternatively certified. Of the 42 alternatively certified respondents, thirteen chose to participate in all three rounds of the Delphi study. The instrument was designed to address the competencies that were adequately and inadequately covered through alternative certification programs. The initial instrument utilized three open-ended questions to collect responses; the second and third instruments utilized a six point Likert type scale to capture the data needed. Respondents agreed that they received adequate knowledge in areas of lesson planning and classroom management through their alternative certification programs; however, they agreed they received less adequate training in areas such as managing SAE projects and advising an FFA program.