Murray State Theses and Dissertations
Abstract
Teacher self-efficacy is directly tied to teacher longevity. The researcher conducted a causal comparative study to determine self-efficacy in three domains: classroom, FFA, SAE and compared them with demographic characteristics, along with where teachers obtained their teacher training/certification. The purpose of this study was to determine the relationship between agricultural teacher self-efficacy and the teacher preparation programs that they completed. This surveyed first-year teachers within the state of Georgia that teach agricultural education. The Beginning Agriculture Teacher Assessment determined that there was no connection between teacher self-efficacy and the teacher preparation program. The Beginning Agriculture Teacher Assessment did conclude that among the three domains outlined in the three-component model established by the National FFA Organization that teachers were least efficacious within the SAE domain. By having, knowledge of where teachers struggle additional professional development can be created at the state level to ensure that teachers are more effective within the classroom.
Year manuscript completed
2020
Year degree awarded
2020
Author's Keywords
Agricultural Education, Self-Efficacy, Education
Dissertation Committee Chair
Teresa Clark
Committee Member
Jessica Branch
Committee Member
Melissa Chapman
Document Type
Dissertation
Recommended Citation
Pollard, Catrina and Pollard, Catrina, "IMPACT OF TEACHER TRAINING PROGRAMS IN GEORGIA ON THE SELF-EFFICACY OF AGRICULTURAL EDUCATION TEACHERS IN THEIR FIRST YEAR" (2020). Murray State Theses and Dissertations. 171.
https://digitalcommons.murraystate.edu/etd/171