The purpose of the study was to determine the salaries and working conditions of agricultural education teachers in the United States. To accomplish this purpose the following objectives were identified:

1. To determine the demographic characteristics of agricultural education teachers.
2. To determine the salaries, salary supplements, and monetary fringe benefits of agricultural education teachers.
3. To determine the nonmonetary benefits of agricultural education teachers.
4. To determine the major instructional and noninstructional responsibilities of agricultural education teachers.
5. To describe the work settings and working conditions in which agricultural education teachers are employed.
6. To determine the work loads of agricultural education teachers.

Most agricultural education teachers reported receiving health insurance benefits. However, only a small percentage (14.7%) of respondents reported receiving fully paid health insurance for themselves and their families. In addition, fewer than one-half (41.4%) of the agricultural education teachers reported receiving fully paid major medical insurance, eye care (13.1%), dental care (20.5%), and life insurance (35.3%).

Production agriculture and agricultural mechanics remain the predominant subjects taught by agricultural education teachers. However, a majority of agricultural education teachers also reported teaching agriscience. Although only a small percentage (18.8%) of agricultural education teachers advised Young Farmer chapters, most (95.8%) advised FFA chapters.

Nearly all (98.4%) agricultural education teachers classified their employment status as full-time. Typically, agricultural education teachers were mployed a mean 11.3 months per year. Most (69.5%) agricultural education teachers were employed in comprehensive high schools with a mean student population of 662.4 students. Agricultural education teachers reported a mean of 6.7 periods in a typical school day and teaching load of 5.2 instructional periods per day. Nearly three-fourths of the respondents reported having one period per day allotted for planning, student visitations, or student conferences.