Volume 6, Issue 2, June 2020, Page: 52-57
Critical Competencies of Program Quality as Perceived by Extension Educators
Jeantyl Norze, College of Agriculture, Biotechnology & Natural Resources, University of Nevada Cooperative Extension, Las Vegas, USA
Received: Mar. 13, 2020;       Accepted: Mar. 26, 2020;       Published: Apr. 14, 2020
DOI: 10.11648/j.ash.20200602.11      View  354      Downloads  123
This study examined the perceptions of youth development professionals (n=1007) across the United States about six critical staff training components using the Program Quality Competency Questionnaire (PQCQ), which was a valid, reliable research instrument. The critical staff training components that were analyzed included program theory, child youth development, social ecological theory, staff training development, program management engagement, and program management environment. These components formed a conceptual framework that may serve for skills refinement, curriculum development, job descriptions, training and professional development, and further discussions among researchers, practitioners, and other relevant parties around key competencies that are needed for youth quality programming since the study findings suggest that the components of the staff training model were critical to achieve quality programming in the field of positive youth development. The study findings also indicate that the perceptions of the participants varied greatly between gender. In addition, the study suggests that extension youth development professionals in the U.S were highly educated and were predominantly White/Caucasian women. The researcher suggests that administrators of youth development programs to consider adopting the framework and making the positive youth development field more attractive to the underrepresented population so the field can enjoy the benefits of diversity.
Staff Training, Program Quality, Diversity, Positive Youth Development
To cite this article
Jeantyl Norze, Critical Competencies of Program Quality as Perceived by Extension Educators, Advances in Sciences and Humanities. Vol. 6, No. 2, 2020, pp. 52-57. doi: 10.11648/j.ash.20200602.11
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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