Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education

Autor/inn/en	McKim, Aaron J.; Velez, Jonathan J.; Clement, Haley Q.
Titel	Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education
Quelle	In: Journal of Agricultural Education, 58 (2017) 2, S.284-298 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Self Efficacy; Agricultural Education; Multiple Regression Analysis; Predictor Variables; Classroom Techniques; Educational Strategies; Leadership Training; Science Instruction; Mathematics Instruction; Models; Teaching Experience; Beginning Teachers; Measures (Individuals); Teacher Surveys; Teacher Student Relationship; California; Idaho; Oregon; Utah; Washington + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Prädiktor; Klassenführung; Lehrstrategie; Führungslehre; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Analogiemodell; Junior teacher; Junglehrer; Messdaten; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification were all statistically significant, positive predictors of one or more of the five self-efficacy areas. Additionally, a significant, negative relationship between additional teachers and math teaching self-efficacy was discovered, suggesting predictors are influenced by positive or negative vicarious experiences and/or social persuasion. Findings are explored using concepts from broader self-efficacy literature. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01