The purpose of this study was to assess the relationship between the attitudes held by Virginia's vocational agricultural teachers toward the Future Farmers of America (FFA) and certain variables contributing to these attitudes which may influence the ability of the teachers to incorporate effectively a FFA chapter into a local program of vocational agriculture.

The sample of this study consisted of 201 vocational agricultural teachers randomly selected from the 417 vocational agricultural teachers throughout the state. An 85 percent usable response was realized from the randomly selected group which constituted data input for the study. The data collection instrument included a two part questionnaire developed by the researcher; one section to obtain demographic data from the vocational agricultural teachers, and one section (a Likert type scale) for the measurement of vocational agricultural teachers' attitudes toward the FFA. The data collection procedure consisted of mailing the instrument to teachers in the sample. Included with the instrument was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of the data was accomplished by using frequency counts, percentages and measures of central tendency to calculate description data from the group. The Pearson Correlation Coefficient, the Standard t-test, or the Analysis of Variance were used to analyze each null hypothesis for significance.

Of the nine null hypotheses tested at the .05 alpha level, six were rejected. The rejected null hypotheses were: there would be no difference among teachers with dissimilar previous FFA membership in regard to their attitudes toward the FFA, there would be no relationship between years of teaching experience in vocational agriculture and teachers' attitudes toward the FFA, there would be no difference among teachers who have taken dissimilar in-service FFA oriented workshops in regard to their attitudes toward the FFA, there would be no relationship between participation in FFA activities during the student teaching experience and teachers' attitudes toward the FFA, there would be no relationship between participation in collegiate student organizations and teachers' attitudes toward the FFA, there would be no difference among teachers who teach in Senior High Schools, Junior High Schools, Comprehensive High Schools, or Vocational-Technical Schools in regard to their attitudes toward the FFA.

Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia work closely with beginning and inexperienced teachers to aid them in developing a more favorable attitude toward the FFA; (2) that in recruiting prospective agricultural teachers, high priority should be given those having FFA membership; (3) that investigations be conducted to determine why pre-service and in-service FFA oriented courses are not contributing to developing a favorable attitude in teachers toward the FFA; (4) that the State Agricultural Education Staff develop FFA oriented workshops in Virginia for all teachers to improve their competencies in FFA advisement; (5) that all vocational agricultural students be required to belong to an agricultural education related collegiate student organization; (6) that programs which prepare prospective teachers of vocational agriculture in Virginia require participation in FFA activities during the student teaching experience; (7) that the Joint Agricultural Education Staff in Virginia continue to identify and to provide for instrumental activities which would enhance teachers' attitudes toward FFA.