Preservice Agricultural Education Teachers and Secondary Education Teachers’ Self-Efficacy and Professional Identity

<p>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.</p> <p>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.</p>

Name thesis:degree_name

Master of Science in Agricultural & Extension Education (MS)

Level thesis:degree_level

Thesis

Year dc:date.available

2018

Author dc:creator

• Gates, Hailey

Advisor dc:contributor.advisor

• Shoulders, Catherine W.

Contributors dc:contributor

• Johnson, Donald M.
• Edgar, Leslie D.

• Agricultural Education
• Preservice Teachers
• Professional Identity
• Secondary Education
• Self-Efficacy
• Secondary Education and Teaching

Repository record dc:identifier

https://scholarworks.uark.edu/etd/2796

OAI identifier oai:identifier

oai:scholarworks.uark.edu:etd-4345