Elementary Agricultural Education in Georgia: Exploring Teacher Characteristics and Perceptions of Standards

Abstract

The presence and growth of elementary agricultural education in Georgia highlight a critical area of exploration when examined through teacher characteristics, curriculum standards, and professional perceptions. This dissertation reviewed three studies focusing on Georgia’s elementary agricultural education teachers, their characteristics, and their perceptions of the state’s elementary agriculture standards relating to agricultural systems, leadership, and employability skills. Collectively, these studies emphasized the need for intentional curriculum development and professional support to strengthen the role of elementary agricultural education across Georgia. The first study examined the characteristics and statistical makeup of Georgia’s elementary agricultural education teacher population. By identifying teacher background, certification, geographic location, and program structure, this study provides foundational insight into who is delivering agricultural content at the elementary level and the contexts in which these programs exist. The results highlight trends and gaps that influence both access and equity in agricultural education across the state. The second analyzed teachers’ perceptions of Georgia’s elementary agricultural systems standards. Findings revealed variations in perceived importance and emphasis, reflecting both confidence in agricultural systems knowledge and areas where additional resources and training may be required. This study demonstrated a need to reinforce teacher preparedness and support in addressing plant and animal systems content in elementary classrooms. ii The third study extended this research to focus on teachers’ perceptions of Georgia’s leadership and employability standards within elementary agricultural education. While the study confirmed broad recognition of the importance of career readiness and leadership development, differences in perceived implementation suggest gaps in how these standards are prioritized and integrated at the elementary level. These findings underscore the importance of preparing students early to build soft skills, leadership qualities, and workplace readiness.