High school technology teacher’s perceptions of agriculture and careers: An Australian perspective

Purpose: This paper explores teacher perceptions of agriculture and the subsequent influence of these perceptions on student career pursual in the sector. Design/methodology/approach: This quantitative study used a post-workshop survey to evaluate 185 Technology Mandatory teachers’ knowledge, experience and perceptions of the agricultural sector. Findings: Participant’s connection to agriculture was related to their childhood and current school locations. Childhood upbringing in a town or rural setting also impacted participants having an agriculture-related qualification, the likelihood of encouraging students to consider a career in agriculture, and an increased understanding of the job opportunities in the sector. Practical implications: This study highlights the importance of direct experiences with agriculture to increase teacher knowledge and perception of the sector and to encourage agriculture as a potential career for students, particularly if a teacher’s childhood or school location is in a major city. Theoretical implications: The findings of this research provide preliminary evidence that formative learning experiences, exposure and education has an impact on perceptions of agriculture and these in turn are associated with teacher endorsement of careers in this area to their students. Originality/value: There are limited studies that highlight the current perceptions of teachers in Australia about agriculture as a career.