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- Title
Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences.
- Authors
McKim, Aaron J.; Velez, Jonathan J.
- Abstract
To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional development. Teacher development experiences were analyzed in relation to classroom management self-efficacy, instructional strategies self-efficacy, leadership self-efficacy, science teaching self-efficacy, and math teaching self-efficacy. The relationships between development experiences and self-efficacy were analyzed through five linear regressions with teacher development experiences as independent variables and the five areas of self-efficacy as separate dependent variables. Only statistically insignificant relationships were identified for classroom management self-efficacy and instructional strategies self-efficacy. Student teaching and professional development were statistically significant, positive predictors of leadership self-efficacy. Professional development was also identified as a statistically significant, positive predictor of science teaching self-efficacy. Additionally, preservice coursework was a significant, positive predictor of math teaching selfefficacy. Findings are discussed in relation to the social cognitive theory, with emphasis on practical recommendations to enhance teacher development.
- Subjects
UNITED States; AGRICULTURE teachers; AGRICULTURAL education; TEACHER development; CLASSROOM management; SCIENCE teachers
- Publication
Journal of Agricultural Education, 2017, Vol 58, Issue 1, p172
- ISSN
1042-0541
- Publication type
Article
- DOI
10.5032/jae.2017.01172