| dc.description.abstract | Precision Agriculture (PA) enhances efficiency and sustainable agricultural production. PA integration into
secondary school agricultural education programs, particularly in Kenya, remains limited. This study assessed the
preparedness of agricultural teachers to implement PA in Kisii and Nyamira Counties, Kenya. This study included 254
secondary schools and 353 teachers of agriculture were sampled using Cochran’s finite population formula, proportionate
random sampling, and purposive sampling. questionnaires and checklists were used to collect data. Content validity ensured
that the instruments adequately measured teachers’ preparedness, and Cronbach’s alpha technique ensured that the
instruments were reliable. Data was analyzed using SPSS version 27. Pearson’s correlation and ANOVA examined the
relationship between teacher preparedness and PA implementation, and differences in preparedness across levels of academic
and professional training and PA implementation. The findings indicated a strong, positive, and statistically significant
relationship between teacher preparedness and PA implementation (r = 0.836, p < .001), suggesting that teacher preparedness
substantially influences PA implementation. ANOVA results showed statistically significant differences in preparedness across
teachers’ qualification levels (F = 6.889, p < .001), with higher training associated with preparedness. The overall regression
model was statistically significant, F (11, 340) = 112.30, p < .001, explaining 78.4% of the variance in PA implementation, R²
= .784. In conclusion, teachers’ preparedness is critical to PA implementation, with higher levels of preparedness indicating
readiness. This study, therefore, recommends that teacher training programs be designed to engage educators in hands-on,
experiential learning that promotes knowledge construction | en_US |
