Knowledge, Attitudes, and Practices of Secondary School Agricultural Science Teachers on Organic Agriculture

This study explored the knowledge, attitudes, practices, challenges, countermeasures, and training needs of secondary school Agricultural Science teachers in Calabanga, Philippines, with respect to organic agriculture. Employing a descriptive survey design, data were gathered from 20 teacher-respondents using structured questionnaires and analyzed through mean scores and descriptive interpretation. Findings revealed that teachers possessed strong knowledge and positive attitudes toward organic agriculture, while their extent of practice was only moderate. They frequently applied organic fertilizers and integrated lessons, but collaboration with farmers and conduct of field demonstrations were limited. Challenges such as inadequate training, lack of instructional materials, and insufficient school resources hindered full adoption. Teachers employed coping strategies like peer collaboration and school gardening, but training needs remained high, particularly in advanced techniques, certification standards, and resource development. The study implies that strengthened professional development and enhanced support systems are essential for promoting sustainable agricultural education.

Organic agriculture, Agricultural Science teachers, practices, challenges, training needs, professional development

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