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.
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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Gates, Hailey"],"institution":null,"degree_name":"Master of Science in Agricultural & Extension Education (MS)","degree_level":"Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Johnson, Donald M.","Edgar, Leslie D."],"advisors":["Shoulders, Catherine W."],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T00:58:44Z","subjects":["Agricultural Education","Preservice Teachers","Professional Identity","Secondary Education","Self-Efficacy","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/2796","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Donald M.","Edgar, Leslie D."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Shoulders, Catherine W."]},{"key":"dc:creator","label":"Author","values":["Gates, Hailey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-29T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Agricultural & Extension Education (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Agricultural Education","Preservice Teachers","Professional Identity","Secondary Education","Self-Efficacy","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/2796"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
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.
"]},{"key":"dc:title","label":"Title","values":["Preservice Agricultural Education Teachers and Secondary Education Teachers’ Self-Efficacy and Professional Identity"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Donald M.","Edgar, Leslie D."],"dc:contributor.advisor":["Shoulders, Catherine W."],"dc:creator":["Gates, Hailey"],"dc:date":["2018"],"dc:date.available":["2018-05-29T07:00:00Z"],"dc:description.abstract":["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.
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.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/2796"],"dc:subject":["Agricultural Education","Preservice Teachers","Professional Identity","Secondary Education","Self-Efficacy","Secondary Education and Teaching"],"dc:title":["Preservice Agricultural Education Teachers and Secondary Education Teachers’ Self-Efficacy and Professional Identity"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science in Agricultural & Extension Education (MS)"]},"updated_at":"2026-07-24T00:58:44Z"}