Understanding Barriers to SAE Implementation and Professional Development Needs of Middle School SBAE Teachers

This national descriptive study examined the barriers to Supervised Agricultural Experience (SAE) implementation and the professional development needs of middle school School-Based Agricultural Education (SBAE) teachers. Using Dillman’s Tailored Design Method, an online survey was distributed via the NAAE listserv and completed by 381 teachers across 32 states. The instrument, developed through expert review and pilot testing, included items addressing perceived barriers, professional development priorities, and teacher demographics. Data were analyzed using descriptive statistics and the Borich (1980) Needs Assessment Model, with additional disaggregation by NAAE region to identify contextual differences. The most prominent barriers reported were students’ lack of maturity, limited willingness to accept responsibility, financial constraints, insufficient instructional time, and inadequate administrative support. Teachers expressed the greatest professional development needs in teaching students how to use the AET system (MWDS = 7.77), explaining the importance and benefits of SAEs (MWDS = 7.56), and engaging students from diverse backgrounds (MWDS = 6.87). Grounded in Human Capital and Social Cognitive Theory, the findings emphasize that both structural investments (e.g., professional learning and mentoring) and psychological supports (e.g., self-efficacy and collaboration) are essential for strengthening teacher capacity and confidence. Results underscore the importance of scaffolded SAE models, targeted professional development, and mentorship structures in promoting equitable and developmentally appropriate SAE implementation in middle school SBAE programs.