The Teacher Efficacy of Early Career Agriculture Teachers in Five Western States PDF Download
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Author: Aaron J. McKim Publisher: 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.
Author: Aaron J. McKim Publisher: 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.
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: 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: Lockie Renee Breeding Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to describe experiences National Association of Agricultural Educators Outstanding Young Member award winners would have liked to have had prior to becoming an agriculture teacher. A modified Delphi method was implemented to collect data utilizing three rounds of researcher-developed questionnaires. Round one included open-ended and demographic-type questions. Rounds two and three were constructed using panelists' answers from previous rounds and included Likert-type, five-point rating scales. Items failing to reach consensus of agreement, established a priori, after round three were not included in the final compiled list of experiences. Data were analyzed for means, frequencies, and percentages. The panel of experts included the Outstanding Young Member award winners (N = 29) from 2010-2014. Response rates for rounds one, two, and three were 79.3% (n = 23), 79.3% (n = 23), and 75.9% (n = 22) respectively. This study focused on three main questions: 1) Which aspects of teaching agriculture were the panelists most prepared for by their teacher preparation program? 2) Which aspects were they least prepared for? 3) What experiences would these panelists have liked to have had prior to becoming an agriculture teacher? The major findings of this study revealed multiple aspects of teaching agriculture that panelists were adequately prepared for by their teacher preparation programs including teaching animal science, teaching FFA, classroom instruction, and developing curriculum, yet there were aspects that panelists agreed they were not prepared for including planning for retirement and work-life balance. Additionally, the panelists agreed upon multiple experiences they would have liked to have had prior to becoming an agriculture teacher. These included work-life balance, working with the community, time management strategies, and greenhouse operations. The findings of this study may serve as suggestions for topics to be covered by teacher in-service workshops and throughout teacher preparation programs. Teacher preparation and in-service should focus on planning for retirement and work-life balance. Other additions to curriculum may include greenhouse operations and time management strategies. Finally, it is suggested that teacher preparation programs perform a needs assessment of their students to determine strengths and weaknesses for each program. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155202
Author: Aaron J. McKim
Author: Aaron J. McKim
Author: Elaine A. McConnell
Author: John Joseph Blackburn
Author: Bodie Ray Carroll
Author: Lockie Renee Breeding
Author: Marshall Ray Swafford
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