TEACHER EFFICACY OF NOVICE TEACHERS IN AGRICULTURAL EDUCATION IN OHIO AT THE END OF THE SCHOOL YEAR

Abstract

The purpose of the study was to describe teacher efficacy at the end of the school year in novice (first through third-year) teachers in agriculture in Ohio related to stage of development, summer activities, classroom variables, and their future plans in teaching. The study was survey research comprised of multiple one-shot case studies. Demographics were collected as part of a previous study, at the beginning of the school year. A mailed questionnaire generated a 74% response rate (N = 73). First, second, and third-year teachers were similarly efficacious at the end of the school year. Although stage of development is theoretically important (Richardson & Placier, 2001), there was not enough variability in teacher efficacy across the three stages of development to find a significant relationship. Forty-two teacher characteristic variables were correlated with the summed efficacy score and six were found to have significance. Out of these six variables, only twoñthe teachersí agreement with the statement that their student teaching experience was excellent, and the number of class preparations for which the teacher is responsible-were found to have significant relationships to teaching efficacy. When the teacher characteristics and demographics were reviewed, it was found that novice teachers in agriculture were efficacious at the end of the school year. It was also found that teachers in the study who had mentors felt that their mentors were competent and supportive, that teachers had generally chosen teaching as a long-term career goal, felt that their job matched their personal and family needs, and felt confident about teaching in agriculture.