Author: Kattlyn Jean Wolf Publisher: ISBN: Category : Agricultural education Languages : en Pages : 137
Book Description
Abstract: Because teacher self-efficacy influences the retention of teachers, the researcher investigated teacher self-efficacy in agricultural education. The researcher sought to describe beginning agriculture teachers' perceived agricultural education teacher self-efficacy and teachers perceptions of the importance of job-related factors in their current position. Additionally, the researcher sought to describe the relationship among teachers demographic characteristics, their agricultural education teacher self-efficacy, and their intention to remain in the profession of agricultural education. An instrument specific to agricultural education was developed to answer the research questions. The instrument had three domains: classroom, FFA and SAE. The instrument was administered through both an internet based survey provider and mailed survey procedures. Beginning teachers in this study all had less than four years of teaching experience. Almost all of the teachers intended to remain in the profession of agricultural education. Teachers reported favorable perceptions of their student teaching experience and their first year of teaching. Teachers were the most efficacious in the classroom domain, and the least efficacious in the SAE domain. This finding indicates a need for additional professional development in the SAE domain. Beginning teachers in this study reported greater levels of importance than teacher self-efficacy in all three domains. Teachers indicated that the FFA domain was the most important of the three domains and the classroom domain was the least important. This finding indicates that a paradigm shift may be required amongst teachers. The SAE domain had the greatest discrepancy between importance and teachers self-efficacy, the classroom domain had the smallest discrepancy. This conclusion further substantiates the need for professional development in the SAE domain. The teachers perceptions of their student teaching experience and their first year of teaching were positively related to their teacher self-efficacy. Males had higher teacher self-efficacy than females. Teachers who were not involved in high school agricultural education or FFA had lower teacher self-efficacy in the SAE and FFA domain, but higher teacher self-efficacy in the classroom domain. The researcher was unable to predict teacher retention as nearly all of the teachers indicated they intended to remain in the profession of agricultural education.
Author: Debra S. Korte Publisher: ISBN: Category : Languages : en Pages : 222
Book Description
Teacher self-efficacy affects student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support influences teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources (e.g., spouse or partner, family, friends) and six school sources (e.g., administrators, teachers at school, teachers in FFA section or district, students, parents, community) of support within three support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -- predominantly students and community -- explained 25.3% of the variance in teacher self-efficacy. Whereas mastery experiences are widely recognized as the primary source of self-efficacy, the results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy and potentially improve teacher retention.
Author: Hailey Rae Gates Publisher: ISBN: Category : Agriculture teachers Languages : en Pages : 184
Book Description
During the nineteenth century, a decision was made to separate the preparation of agricultural education teachers from their elementary and secondary counterparts (Hearings, 1908; Heren & Hillison, 1996; Hillison, 1986). The majority of land-grant universities and colleges have continued to prepare agricultural education preservice teachers within the college of agriculture, separate from other secondary education preservice teachers in the college of education (Myers & Dyer, 2004). Despite the differences among content disciplines, teachers who possess a strong sense of self-efficacy and professional identity have higher success rates in the classroom when it comes to collaboration, involvement, and student achievement (Ashton & Webb, 1986; Bandura, 1997; Dembo & Gibson, 1985; O'Bryant, 1992; Putman, 2012; Skaalvik & Skaalvik, 2008; Tschannen-Moran & Woolfolk Hoy, 2001White, 2009; Woolfolk, Rosoff, & Hoy, 1990). Therefore, the purpose of this study was to describe the self-efficacy and professional identity of preservice agricultural education teachers and other secondary education preservice teachers. Data were collected from land-grant universities and colleges through either electronic or paper surveys. Respondents (N = 85) from 13 institutions included both agricultural education preservice teachers (n = 68) and other secondary education preservice teachers (n = 17). The instrument used in this study was a modified questionnaire that combined two previously established scales, Tschannen-Moran & Woolfolk Hoy's (2001) Teacher's Sense of Efficacy Scale and Woo's (2013) Professional Identity Scale in Counseling. Descriptive statistics revealed that agricultural education preservice teachers' possessed a slightly higher level of self-efficacy than other secondary education preservice teachers. Conversely, secondary education preservice teachers' possessed a slightly higher level of professional identity than agricultural education preservice teachers. The Pearson's Correlation method was used to reveal a negligible relationship between self-efficacy and professional identity among agricultural education preservice teachers. However, there was a small relationship between self-efficacy and professional identity among secondary education preservice teachers. Further research should be conducted to establish the development of self-efficacy and professional identity throughout the teacher career cycle through longitudinal studies. Additionally, the literature suggest a relationship between self-efficacy and professional identity but more research is recommended to empirically prove and generalize this to all preservice teachers.
Author: Gayle Clark Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This three-article dissertation examined the perceptions of school-based agricultural education teachers in Tennessee, Mississippi, and Alabama on self-efficacy and professional development activities since the onset of the COVID-19 pandemic. The first article was an examination of teacher self-efficacy in delivering instruction in three classroom settings: face-to-face, remote, and hybrid, which is a combination of face-to-face and remote simultaneous instruction. The second was a descriptive study of teacher experiences and perceptions of professional development activities related to instructional technology over the past two years. The third article examines the correlation between each of the teacher self-efficacy instructional setting constructs and perceptions of professional development experiences. The last chapter ties the three research articles together, concluding that teacher self-efficacy is stronger in face-to-face instruction and weakest in remote instruction. Key areas of low efficacy are in managing the hands-on components of an SBAE program, such as managing an agricultural mechanics laboratory and a greenhouse. When teachers receive follow-up and individual feedback from professional development leaders, higher self-efficacy is possible.
Author: William Michael Vestal Publisher: ISBN: Category : Languages : en Pages : 150
Book Description
A study was conducted to determine the relationship between agribusiness self-efficacy and business related collegiate courses. One hundred eleven (N = 111) Mississippi and Tennessee secondary agricultural education teachers completed a researcher developed survey that measured agribusiness self-efficacy using 88 competencies from Mississippi and Tennessee secondary agribusiness courses. Participants rated their confidence to teach each competency using a 5 point scale with 1 as no confidence and 5 as very confident. The survey also assessed the types and number of collegiate-level business related courses completed by the participants as well as other demographic factors. Multiple linear regression, ANOVA, and Spearman's rho tests were used to assess relationships between the measured agribusiness self-efficacy and the various demographic factors. The mean agribusiness self-efficacy was 3.18 (SD = 0.788) indicating that teachers are only somewhat confident to teach agribusiness. Factor analysis divided the 88 competencies into nine themes. The overall competency and nine factor competency means were used as dependent variables. Marketing and introductory agribusiness courses loaded on most of the regression models. The number of collegiate business related courses is significantly related to participants agribusiness self-efficacy. Participants with a high GPA were found to have a significantly lower agribusiness self-efficacy as compare to lesser GPA groups. Teaching agribusiness courses increases agribusiness self-efficacy. Utilizing agribusiness textbooks and guest speakers also increases agribusiness self-efficacy. Owning a business was included in most of the agribusiness self-efficacy models. Nine of the ten regression models solely included state department of education facilitated agribusiness professional development. Years of experience was only significantly related to one of the ten dependent variables. No significant relationship was discovered between agribusiness self-efficacy and teacher age. No significant differences in agribusiness self-efficacy was discovered for education level, college major, certification type. It is recommended that universities include a marketing course along with an introductory to agribusiness course to prepare pre-service agricultural education teachers. It is also recommended that secondary agricultural education teachers maintain a professional library with agribusiness textbooks and to utilize guest speakers as needed to optimize agribusiness self-efficacy.
Author: Barrick, R. Kirby Publisher: IGI Global ISBN: Category : Education Languages : en Pages : 446
Book Description
Struggling to navigate the complex landscape of agricultural teacher education, scholars face a daunting challenge: the need for a comprehensive research synthesis tailored to their specific needs. While valuable, existing resources often need to provide the focused guidance required to address this discipline's myriad issues. This gap leaves scholars needing a clear roadmap for advancing agricultural teacher education, hindering progress and innovation in the field. Emerging Research in Agricultural Teacher Education revolutionizes the field of education through agricultural research. Offering a comprehensive synthesis of current research and proposing crucial areas for future investigation, this book serves as the definitive solution to the challenges plaguing scholars in the field. Consolidating decades of research and expertise into a single accessible volume, it provides scholars with the tools they need to navigate the complexities of agricultural teacher education with confidence and clarity.
Author: Margaret Lynn Martindale Publisher: ISBN: Category : Agricultural education Languages : en Pages : 212
Book Description
The purpose of this phenomenological study was to explore the lived experiences of agricultural education teachers at the high school level, seeking to understand agricultural education teachers' choice of profession, the events and activities that contribute to self-efficacy as well as longevity in the profession. A lack of sufficient qualified agricultural education teachers has been recognized at the national level as well as the state level in California. The following research questions guide this study: 1) What experiences led current agricultural education teachers to choose the profession? 2) What experiences during a teacher's tenure in agricultural education affect self-efficacy? 3) What experiences contribute to greater longevity in the agricultural education profession? The three guiding questions were explored through in-depth semi-structured interview, observations, and artifacts. Four major themes emerged from a triangulation of the data from semi-structured interviews, observations, and artifacts and are presented as findings: (a) passion was expressed through an on-going commitment; (b) priorities are the basis for longevity; (c) relationships contribute to efficacy, effectiveness, and longevity; and (d) building capacity in students strengthens ongoing relationships. Classroom teaching alone does not seem to entice or contribute to longevity of agricultural education teachers. Agricultural education programs reach far beyond the classroom including leadership development through the FFA, experiential learning with SAE projects, and working with the community members and leaders. Four recommendations for attracting, developing, and contributing to self-efficacy and longevity in agricultural education profession were identified through the trail of evidence presented in the findings and conclusions: (a) actively encourage students to become agriculture educators, (b) establish staged professional development, (c) create mentor programs that support the development of life balance skills, and (d) establish a state-wide effort to gather information on program impact.
Author: Elaine A. McConnell Publisher: ISBN: Category : Languages : en Pages : 238
Book Description
Because so many teachers leave the teaching profession early in their careers, the research investigated the differences in teachers' efficacy at the end of their first, second, or third year of teaching and the relation these differences had to teacher characteristics. The purpose of the study was to describe teacher efficacy at the end of the school year in novice (first- through third-year teachers) in agricultural education in Ohio related to stage of development, summer activities, classroom variables, and their future plans in teaching. This was a multiple one-shot case study investigation. Demographics were collected as part of a previous study, at the beginning of the school year, and a questionnaire was sent out at the end of April in 2002. Seventy-four percent (N = 73) of the teachers participated in the study. First-year teachers, second-year teachers, and third-year teachers were similarly efficacious at the end of the school year. Although stage of development is theoretically important (Richardson & Placier, 2001), there was not enough variability in teacher efficacy across the three stages of development to find a significant relationship. Forty-two teacher characteristic variables were correlated with the summed efficacy score and six were found to have significance. Out of these six variables, only two - the teachers' agreement with the statement that their student teaching experience was excellent and the number of class preparations for which the teacher is responsible - were found to have significant effects on the teaching efficacy score. When the teacher characteristics and demographics were reviewed, it was found that novice teachers in agricultural education were efficacious at the end of the school year. It was also found that teachers in the study who had mentors felt that their mentors were competent and supportive, that teachers had generally chosen teaching as a long- term career goal, felt that their job matched their personal and family needs, and felt confident about teaching in agricultural education, supporting Knobloch's (2002) findings.
Author: Publisher: ISBN: Category : Agricultural education Languages : en Pages : 328
Book Description
"This dissertation took a phenomenological approach in order to take a deeper look into the experiences of five agricultural education teachers that taught English Learner (EL) students and factors that affected those experiences. Dunkin and Biddle's (1973) Teacher Model provided the conceptual framework and underpinnings for the literature review. The study identified a pilot study teacher with EL experience and 4 agricultural education teachers that taught agricultural education at schools with at least a 15% EL student population. The interviews were semi-structured in nature and each was audiotaped and later transcribed. Each of the transcribed interviews was coded. Through a reduction process, the list of initial codes combined into 10 main themes of the study. The conclusion of this study showed that 1) Building relationships is an important part of teaching EL students, 2) Agricultural education teachers could be better prepared to teach EL students, 3) Agriculture education teachers need to teach at a slower pace when EL students are present, 4) Agricultural education teachers' understanding of EL student's culture has an impact on their ability to teach the EL students, 5) Agricultural education teachers described teaching EL students as challenging, frustrating and/or stressful, 6) Agricultural education teacher's self-efficacy teaching EL students increased with time, 7) Agricultural education teachers need to be patient when working with EL students, 8) It was beneficial for agricultural education teachers to collaborate with an EL teacher, 9) Agricultural education teacher's formative experience affected their experiences teaching EL students and 10) Agricultural education teachers noted that mixed language level classes are difficult to teach."--Leaf 3.
Author: Bodie Ray Carroll Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to determine the self-efficacy of early-career agricultural science teachers from Texas, in the three domains of agricultural education, classroom instruction, FFA, and supervised agricultural experience (SAE). This descriptive study was conducted in the state of Texas using a random sample of 1st, 2nd, and 3rd year agricultural science teachers. A response rate of 50.6% was achieved (N=168, n=85). The respondents complete an online survey using the Qualtrics system. The survey included 49 likert scale items, as well as demographic items. The results of this study show summated self-efficacy scores on a scale of 1 (No Capability) to 9 (A great deal of capability) of 6.14, 6.87, and 6.91 for the domains of classroom instruction, FFA, and SAE, respectively. Teachers in this study reported the lowest self-efficacy in the categories of utilize a program advisory board (M=5.29), manage a horticulture/greenhouse laboratory (M=5.64), and assist students in preparing FFA proficiency applications (M=5.69). In addition, teachers reported the highest self-efficacy in the categories of supervise students during FFA trips and activities (M=7.94) and assist students in planning FFA chapter activities (M=7.58). Lastly, this study sought to examine the relationship between demographic variables and self-efficacy in each of the three domains. A moderate correlation was found between six different variables. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151920
Author: Kattlyn Jean Wolf
Author: Debra S. Korte
Author: Hailey Rae Gates
Author: Gayle Clark
Author: William Michael Vestal
Author: Barrick, R. Kirby
Author: Margaret Lynn Martindale
Author: Elaine A. McConnell
Author: 
Author: Bodie Ray Carroll