Teacher Beliefs and the Extent to Which Sustainable Agriculture Is Taught in High School

Abstract

The purpose of this study was to determine the association between agriculture teachers' beliefs about sustainable agriculture and the extent to which teachers taught topics in sustainable agriculture. A random sample of 844 teachers in the north central region of the United States was sent questionnaires. Teachers' beliefs regarding sustainable agriculture explained no variance in the extent to which teachers taught selected sustainable agriculture topics. However, teachers' perceptions of selected agriculture practices uniquely explained only 1% of variance. Future research on beliefs regarding sustainable agriculture may rely more on understanding teachers' perceptions of sustainable agriculture practices than teachers' sustainable agriculture beliefs.