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The Cooperative Extension Service has been assisting American communities in solving problems and improving lives through various educational processes. The problems faced by rural and urban communities today are complex and specialized in nature. Therefore, extension educators should develop selected educational process professional competencies to conduct professional activities in extension and to meet the varied needs of their clientele. This study determined the relative importance of 42 selected educational process professional development competencies as perceived by extension educators in the North Central Region of the United States and identified the time when these competencies should be learned. These competencies were categorized under the four educational processes needed to conduct professional activities in extension: needs assessment/analysis and program development, learning systems, delivery systems and evaluation systems. This descriptive study employed a simple random survey design to explore the perceptions of extension educators. The target population for the study consisted of all extension educators in the North Central Region from which a random sample of 811 extension educators was selected. A closed-form questionnaire that was used as the instrument to collect data was electronically mailed to respondents using Survey-Monkey. The findings of the study were derived from the responses of 441 respondents. Descriptive statistics were used to analyze the data based on demographic characteristics, perceptions of extension educators, and the time when each competency should be learned. Independent samples t-test, analysis of variance and correlations were used to determine differences in perceptions based on the demographic characteristics.

The relative importance of selected educational process professional competencies to extension educators in the North Central Region of USA