| dc.description.abstract | Woodworking instruction has historically served as an important component of School-Based Agricultural Education (SBAE) agricultural mechanics programs; however, limited research has examined how agricultural mechanics instructors develop woodworking knowledge, safety preparation, confidence, and instructional decision-making related to stationary woodworking machinery. Guided conceptually by Bandura’s (1997) self-efficacy theory, the purpose of this dissertation was to investigate Georgia high school SBAE agricultural mechanics instructors’ experiences with woodworking preparation, perceptions of implementing woodworking machinery, and confidence in operating and teaching woodworking equipment.
A descriptive-correlational research design was employed using questionnaire data collected from Georgia SBAE agricultural mechanics instructors (N = 91). The dissertation consisted of three manuscript-style studies. Article one examined the developmental experiences through which instructors acquired woodworking knowledge, skills, and safety preparation. Article two investigated perceptions of the instructional effectiveness of woodworking machinery and the factors influencing implementation decisions. Article three examined the relationships among safety preparation, confidence, and perceived instructional effectiveness.
Findings indicated that instructors developed woodworking knowledge and safety preparation through a combination of high school agricultural education coursework, collegiate experiences, professional development, employment experiences, and informal learning opportunities. Respondents reported high levels of perceived safety preparedness and confidence in both using and teaching woodworking machinery.
Stationary woodworking equipment, including table saws, miter saws, band saws, drill presses, and sanders, were identified as the most instructionally valuable woodworking machines. Confidence emerged as a central factor associated with instructors’ perceptions of woodworking instruction, with confidence in the use and operation of woodworking machinery demonstrating a strong positive relationship with confidence in teaching woodworking machinery (r = .935, p < .001). Safety training experiences were significantly related to instructor confidence, and confidence was positively associated with perceived instructional effectiveness. Perceptions of danger and liability remained important considerations but were not significant predictors of instructional confidence.
The findings suggested that training experiences, perceived safety preparedness, confidence, instructional decision-making, and perceived instructional effectiveness are interrelated constructs among Georgia SBAE agricultural mechanics instructors. Recommendations are provided for SBAE leaders, teacher educators, and agricultural mechanics instructors to strengthen preparation in woodworking, safety training, and instructional confidence. | en_US |
