An Evaluation of the Self-Efficacy Theory in Agricultural Education

Abstract

This research sought to evaluate the use of the self-efficacy theory in agricultural education. A total of 30 studies, published between 1997 and 2013 using self-efficacy as a theoretical foundation were compiled and analyzed. The findings of these studies were compared to expected outcomes identified by the self-efficacy theory, specifically the positive relationship between Bandura's four identified self-efficacy building experiences and increased self-efficacy as well as the relationship between self-efficacy and career persistence. This synthesis highlights important considerations for the use of self-efficacy theory in agricultural education, including a shift from mastery experiences to vicarious experiences in the teacher development process and specific considerations for the establishment of social persuasion between cooperating and student teachers. Finally, based on the comparison of past research in agricultural education and selfefficacy theory, recommendations are made for future research that will continue the articulation of this theory in both research and practice within agricultural education.

Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education

“…The unique aspect of the relationship between years of teaching experience and selfefficacy was it not being seen in the other self-efficacy areas (i.e., instructional strategies, math teaching, and science teaching). Based on the theoretical foundations of self-efficacy, we could confidently assume more years of teaching experience would yield additional opportunities to experience success in instructional strategies, teaching math, and teaching science (Bandura, 1986;McKim & Velez, 2016). One unique difference between the teaching areas found to relate to years of teaching experience (i.e., leading students and classroom management) and the teaching areas not found to relate (i.e., instructional strategies, math teaching, science teaching) is the emphasis on content.…”

Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs

“…The positive relationship between social community and general self-efficacy supports the relationship between peer environment and student outcomes posited within the model of postsecondary student retention and success proposed by Terenzini and Reason (2005). In addition, the relationship between social dynamics and self-efficacy is supported by the theoretical foundations of self-efficacy, which suggest social persuasion (i.e., social reinforcement from respected others) as a building block of self-efficacy (Bandura, 1997;McKim & Velez, 2016). In combination, these findings reinforce the importance of building a positive social culture within AFNR education programs, which is explored further within the recommendations.…”

“…Teacher education programs play an important role in the development of beginning teacher self-efficacy. Tschannen-Moran and Hoy (2001) suggested that supporting the development of teacher self-efficacy is essential for producing effective, committed, and enthusiastic teachers, and should begin during teacher education coursework; a recommendation supported in AFNR education (McKim & Velez, 2016). Consequently, AFNR education programs that seek to produce effective, committed, and enthusiastic teachers in the AFNR pipeline, should strive to support the development of student self-efficacy.…”

“…As AFNR education students graduate and continue in the pipeline to become AFNR teachers, self-efficacy and commitment changes. Research suggests that teacher self-efficacy tends to increase during teacher education enrolment but decrease after graduation through the first year of teaching (Hoy & Spero, 2005;McKim & Velez, 2016;Moseley, Reinke & Bookout, 2003). Sustained self-efficacy is essential for teachers, however, as teacher self-efficacy has been linked to higher overall performance in the classroom, a stronger ability to motivate and evaluate students, a greater degree of job satisfaction, and increased persistence in the profession (Hoy & Spero, 2005).…”

Impact of Agricultural Mechanics Camp on Intentions To Teach

“…The literature revealed there is minimal research in regard to mastery experiences and self-efficacy in high school agricultural education students. McKim and Velez (2016) found limited research relating to vicarious experiences and agricultural education. Social persuasion has been seen in the literature in regard to teacher preparation where "encouragement could come by way of formal and informal observations, affirmation of departmental tasks completed, or restating positive comments from students about the early career teacher" (McKim, Velez, & Clement, 2017, p. 294).…”