MENTORING PROGRAMS: A STUDY OF PERCEPTIONS, NEEDS, AND CONCERNS OF AGRICULTURE MENTORING PROGRAMS IN THE STATE OF GEORGIA

Abstract

This study aimed to identify the perceptions of mentoring programs, as well as the needs and concerns of early-career agriculture educators in Georgia, and to outline best practices for an effective mentoring program. The participants in this study were middle and high school agricultural education teachers teaching in the Central and South regions of Georgia. This study used a quantitative research design. The data was analyzed and reported using Spearman and Pearson correlations, frequencies, means, standard deviations, percentages, and personal demographic characteristics such as years of experience, degree completion, gender, and certification route. Participants in this study were agriculture educators with teaching experience ranging from one year to less than ten years. Most female respondents had completed a traditional preparatory program to become agriculture educators. Most participants reported involvement in a formal mentoring program. Identified needs for agricultural educators include time management, stress management, and navigating school politics. Concerns include FFA chapter activities, student motivation, and mental health. The data reveals a notable association between the formality of the mentoring program and school or county-mandated participation. However, there is no statistically significant correlation between the formality of mentoring and the concerns expressed by respondents. A significant relationship exists between the program's formality and the respondents' need to " develop rapport with students" and "understand school politics." Participants regard a successful FFA chapter as a reflection of the overall success of the agricultural program.