Attitude Towards Agricultural Vocational Agricultural Schools in Secondary Level

Document Type : Research Paper

Authors

1 Ph.D. student, Agricultural Education, University of Zanjan, Iran

2 Department of Agricultural Extension, Communication and Rural Development, Faculty of Agriculture, University of Zanjan, Post Code: 45371-38791, Zanjan, Iran

3 Agricultural Extension, communication and rural development department, Agricultural Faculty, Zanjan University,

4 Department of Agricultural Extension, Communication and Rural Development, Faculty of Agriculture, University of Zanjan

5 Department of Agricultural Extension, Communication and Rural Development (Former Agricultural Extension and Education Department), Faculty of Agriculture, University of Zanjan, Zanjan, Iran

10.22092/jaear.2023.360764.1925

Abstract

The statistics of recent years indicate a decrease in the desire of students to continue their education in secondary agricultural fields and also the lack of finding suitable jobs by the graduates of vocational agricultural schools in the agricultural sector. Knowing the current state of the secondary agricultural system is a prerequisite for any policy and planning in this field, and this research was conducted with the aim of analyzing the state of the agricultural education system at the secondary level. The statistical population included 1000 teachers and managers in 107 vocational agricultural schools, as well as technical and vocational education experts under the Ministry of Education in the whole country. In this qualitative data-based research (Grounded Theory), using the purposeful sampling method (snowball), the process of selecting and studying the studied samples continued until reaching theoretical saturation, and finally 68 people from 22 provinces of the country were selected as a sample. To verify the reliability of the data, careful note-taking was used during data collection, and the important things were recorded and noted during the interview by the researchers. Repetition of contents and concepts by experts indicated the appropriate reliability of the collected data. The results showed that during the data analysis process, 246 concepts were identified in the open coding stage, which were located around 52 axes; The core categories were also categorized into 12 broad and optional categories that include all the components of the secondary education system.

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Main Subjects

References

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Journal of Agricultural Education Administration Research
Volume 14, Issue 62 - Serial Number 62
December 2022
Pages 171-203

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