Abstract
Purpose of the study was to examine the impact of teacher behavior on the student noncognitive skills they develop in their agricultural education classes. The premise of the research was to better understand how a teacher may affect the students' noncognitive skill development within the semester-long course. What insights can a teacher gain from a coach in terms of motivation, and should educators contemplate adopting coaching techniques and incorporate more focus on motivational behavior to further develop their student’s skill growth. The teacher conducted an experiment where they would choose two classes of students to apply a form of the “old school” teacher motivational behaviors. With the other four classes they executed an “enhanced” form of teacher motivational behaviors. This experiment took place during the regular school day and was applied whenever the students were looking for clarification on a task or school assessments. The results of the survey showed no statistical significant growth between the students that had the “traditional” old school teacher motivational behavior and that of the “Enhanced” teacher motivational behavior. There were slight positive movements towards the student’s growth mindset throughout the study. The possible implications to come from a study such as this could be that students are ultimately motivated by intrinsic factors. Students may find that agricultural education classes offer the type of positive learning environments that help develop their workforce ready mindset.