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.
An empirical understanding of the value school-based agricultural education (SBAE) offers has been limited due to lack of widespread, longitudinal studies addressing the impacts of student participation in SBAE. Grounded in the theory of involvement, data from a nation-wide, longitudinal study were analyzed to explore ethnicity and income among students with varying levels of vocational club and SBAE involvement. Results indicated Black males had high involvement in non-SBAE vocational clubs but low involvement in SBAE-vocational clubs. Black and Hispanic females enrolled in SBAE at rates close to the percentages in the high school population; however, Black and Hispanic females rarely attained officer roles in SBAE-vocational clubs. White females, on the other hand, dominated officer roles within SBAE vocational clubs.Results also indicate females enrolled in SBAE who served as officers earned an additional $10,507 annually compared to non-SBAE, female officers. However, regarding the impact of involvement in SBAE on males who serve as officers, results indicate decreased income compared to their non-SBAE peers. Findings are discussed in relation to the theory of involvement, with an emphasis on recommendations for further research.
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