| The purposes of this study were (1) to identify and analyze the role perceptions held by production-agriculture and ornamental-horticulture teachers, (2) to determine if there were differences between the two groups of teachers concerning the execution of selected role activities, (3) to determine if there were differences between the two groups of teachers concerning time allocated to each program area, and (4) to determine if the two groups of teachers differed concerning the importance they attached to each program area.;Data were collected concerning role perception, role execution, time allocation, and the importance teachers attached to each program area. The data indicated that production teachers differed from horticulture teachers concerning role perception, role execution, time allocation, and the importance they attached to each program area. A significant effect was found for teacher characteristics (sex, age, degree earned, teaching experience) and school characteristics (student enrollment, type school, school community classification) with respect to role perception, role execution, and time allocated to each program area. It was concluded that: (1) Horticulture teachers held low perceptions for advising youth organizations and consequently did not allocate as much time for this activity as production teachers did. (2) Horticulture and production teachers agreed with activities associated with school, secondary students, and teaching. (3) Horticulture and production teachers held low perceptions for activities associated with the community and allocated little time for these activities. (4) Horticulture and production teachers did not accept adult education activities as part of their role.;A review of literature and the selection of a jury were used to validate 80 role activities that identified the role responsibilities of the vocational-agriculture teacher. These 80 role activities made up an instrument that was mailed to production-agriculture and ornamental-horticulture teachers in Michigan. The population comprised all production-agriculture and ornamental-horticulture teachers in Michigan receiving added cost funding. The sample comprised a (1) 40 percent random sample of production males (48), (2) 100 percent of production females (11), and (3) 100 percent of the ornamental horticulture teachers (37). A total of 74 teachers responded to the mailed instrument (78 percent). |
