Author: John Joseph BlackburnPublisher:
ISBN:
Category : Agricultural education
Languages : en
Pages :
Book Description
An Assessment of Teacher Self-efficacy and Job Satisfaction of Early Career Kentucky Agriculture Teachers
Author: John Joseph BlackburnPublisher:
ISBN:
Category : Agricultural education
Languages : en
Pages :
Book Description
Emerging Research in Agricultural Teacher Education
Author: Barrick, R. KirbyPublisher: 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.
Agricultural Education Teacher Self-efficacy
Author: Kattlyn Jean WolfPublisher:
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.
Agricultural Education in Secondary Schools
Author: University of the State of New York. Division of Agricultural and Industrial EducationPublisher:
ISBN:
Category : Agriculture
Languages : en
Pages : 152
Book Description
Self-efficacy and job satisfaction of early career elementary school teachers
Author: Deanne M. KirbyWhy Aren't They Motivated?
Author: Blake UchitjilPublisher:
ISBN:
Category : Agriculture teachers
Languages : en
Pages : 0
Book Description
Agriculture teacher demographics continue to shift with an increase in early career and female teachers entering the profession. Female teachers have been shown to report lower student motivation and lower self-efficacy compared to males (Martin, 2006; Hastedt et al., 2021; Tran, 2015; Klaussen & Chiu, 2010). Within agricultural education, early career teachers have reported concerns with student motivation and self-efficacy (Stair et al., 2012; Blackburn & Robinson, 2008.) Even though student motivation has been identified as a major issue, student motivation and its effects on agriculture teachers have not been studied within agricultural education. The purpose of this study was to identify the current perceptions of female early career agriculture teachers in relation to student motivation. A grounded theory approach using semi-structured interviews was used in this qualitative study. An analysis of the data revealed that these teachers have difficulty motivating students in relation to SAE/FFA participation, valuing of the content, and classroom engagement and persistence. Teachers mentioned student teacher relationships, classroom management, and past success as factors that increase student motivation. Teachers also discussed the effects of low student motivation on their careers which included feelings of anxiety, stress, and questioning of ability. It is recommended that teachers in agricultural education focus on improving the adaptive dimensions of valuing of school and persistence. Additionally, stakeholders within agricultural education should offer professional development in the areas of student motivation and SAE implementation.
The Teacher Efficacy of Early Career Agriculture Teachers in Five Western States
Author: Aaron J. McKimPublisher:
ISBN:
Category : Agriculture
Languages : en
Pages : 83
Book Description
The purpose of this study was to investigate the relationships between three teacher development experiences and early career agriculture teachers' efficacy. Additionally this study sought to define the relationship between five teacher efficacy constructs and career commitment among early career agriculture teachers in five western states. A census of all agriculture teachers in their first five years of teaching school-based agriculture in California, Idaho, Oregon, Utah and Washington was attempted. Early career teachers' perceptions of the impact of three teacher development experiences, agriculture teacher preparation, student teaching and professional development experiences, were measured. Five areas of teacher efficacy were measured: classroom management, instructional strategies, leadership of students, ability to teach science and ability to teach math. This study found that math and science teaching efficacy were the lowest efficacy areas for these early career agriculture teachers. The perceptions of the impact of teacher development experiences were significantly related to teacher efficacy in the majority of teacher efficacy areas. Additionally, this study found that the five teacher efficacy areas measured were all significantly correlated with career commitment. These findings led the researcher to conclude that increased efforts need to be made to improve early career agriculture teachers' efficacy in math and science teaching. Additionally, the researcher concludes that agriculture teacher preparation, student teaching and professional development experiences are significant to the development of these early career agriculture teachers' efficacy. Lastly, classroom management efficacy, instructional strategies efficacy, leadership of students efficacy, ability to teach science efficacy and ability to teach math efficacy are all significant components to the retention of these early career agriculture teachers; therefore, future research should investigate specific experiences that related to increased agriculture teacher efficacy in those five areas.
The Influence of Social Support on Teacher Self-efficacy in Novice Agricultural Education Teachers
Author: Debra S. KortePublisher:
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.
Self-Efficacy of Early-Career Agricultural Science Teachers in Texas
Author: Bodie Ray CarrollPublisher:
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
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