Exploring curriculum congruence within Oklahoma school-based agricultural education teachers

This quantitative methods study examined curriculum congruence within Oklahoma School-Based Agricultural Education (SBAE) programs. Curriculum congruence is defined as the presence of and the interest in teaching in the 11 Agriculture, Food and Natural Resources pathways. Given that SBAE is an elective program with flexible curricular frameworks, teachers often have the autonomy to select and shape the content they deliver. This flexibility highlights the importance of personal interest in shaping curriculum decisions and instructional practices. The purpose of this study was to explore the degree of curriculum congruence across various agricultural subject areas and assess how teacher interest influences that alignment. Findings revealed that higher levels of teacher interest were positively associated with greater curriculum congruence. These results emphasize the need for targeted curriculum adaptation and professional development, especially in less-preferred content areas. The study suggests that empowering teachers through increased autonomy, curriculum flexibility, and meaningful professional development opportunities can enhance curriculum congruence. By aligning content with teacher interest and strengthening support structures, SBAE programs can foster more engaging and impactful learning environments. Implications for practice include involving teachers in curriculum design, offering interest-aligned training, and promoting instructional strategies that bridge the gap between teacher passion and required content. These efforts can ultimately improve the quality and consistency of agricultural education, better preparing students for careers in agriculture and related fields.