McKim, A. J., & Velez, J. J. (2017). Developing self-efficacy: exploring preservice coursework, student teaching, and professional development experiences. Journal of Agricultural Education, 58(1), 172-185. https://doi.org/10.5032/jae.2017.01172
To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional development. Teacher development experiences were analyzed in relation to classroom management self-efficacy, instructional strategies self-efficacy, leadership self-efficacy, science teaching self-efficacy, and math teaching self-efficacy. The relationships between development experiences and self-efficacy were analyzed through five linear regressions with teacher development experiences as independent variables and the five areas of self-efficacy as separate dependent variables. Only statistically insignificant relationships were identified for classroom management self-efficacy and instructional strategies self-efficacy. Student teaching and professional development were statistically significant, positive predictors of leadership self-efficacy. Professional development was also identified as a statistically significant, positive predictor of science teaching self-efficacy. Additionally, preservice coursework was a significant, positive predictor of math teaching self-efficacy. Findings are discussed in relation to the social cognitive theory, with emphasis on practical recommendations to enhance teacher development.