The primary purpose of the study was to identify the core of agricultural mechanics competencies which should be possessed by all vocational agriculture teachers. Secondary purposes were to determine mechanics competencies appropriate for each vocational agriculture taxonomy area, determine if differences existed by regions in mechanics competencies needed, and determine if differences existed by respondent position category about mechanics competencies needed by vocational agriculture teachers.

The population consisted of teacher educators in agriculture, state supervisory staff in agricultural education, teachers of vocational agriculture associated with programs identified as outstanding by head state supervisors and craft committee members associated with the programs identified as outstanding. A total of 258 individuals from the four sub-groups were identified for inclusion in the study sample. A questionnaire listing 90 agricultural mechanics competencies was developed and mailed to the sample. Two follow-up mailings were conducted. Responses were received from 208 respondents representing 80.6 percent of the sample.

Five research questions were answered, based on data analysis using group means and/or a one way ANOVA procedure. Findings of the study included:

1. Some agricultural mechanics competencies were needed by teachers of every vocational agriculture taxonomy area.

2. A core of 69 agricultural mechanics competencies needed by all vocational agriculture teachers does exist.

3. Agricultural mechanics competencies needed by vocational agriculture teachers do not differ significantly among regions of the United States with the exception of land measurement competencies.

4. Teacher educators tended to agree with state supervisors about mechanics competencies needed by teachers of vocational agriculture.

5. Teachers tended to agree with craft committee members about mechanics competencies needed by teachers of vocational agriculture.