The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates

2010 ◽  
Vol 51 (4) ◽  
pp. 38-48 ◽  
Author(s):  
Kattlyn Wolf ◽  
Daniel Foster ◽  
Robert Birkenholz
Keyword(s):  
Professional Development ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Agricultural Education Teachers ◽  
Teacher Self Efficacy ◽  
The Relationship

scholarly journals The influence of social support on teacher self-efficacy in novice agricultural education teachers

2017 ◽  
Author(s):  
◽  
Debra S. Korte
Keyword(s):  
Social Support ◽  
Teacher Retention ◽  
Novice Teachers ◽  
Agricultural Education ◽  
Self Efficacy ◽  
Primary Source ◽  
Target Population ◽  
Teachers Perceptions ◽  
Agricultural Education Teachers ◽  
Teacher Self Efficacy

Teacher self-efficacy affects student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support influences teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources (e.g., spouse or partner, family, friends) and six school sources (e.g., administrators, teachers at school, teachers in FFA section or district, students, parents, community) of support within three support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -- predominantly students and community -- explained 25.3 percent of the variance in teacher self-efficacy. Whereas mastery experiences are widely recognized as the primary source of self-efficacy, the results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy and potentially improve teacher retention.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction

2020 ◽  
pp. 073194872091981
Author(s):  
Todd M. Johnson ◽  
Margaret E. King-Sears ◽  
Angela D. Miller
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Special Educators ◽  
General Educators ◽  
Students With Learning Disabilities ◽  
Active Involvement ◽  
Actor Partner Interdependence Model ◽  
Teacher Self Efficacy ◽  
High Incidence Disabilities ◽  
The Relationship

High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor–Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided.

Sign in / Sign up

Export Citation Format

Share Document