An Evaluation of the Self-Efficacy Theory in Agricultural Education


  • Aaron J. McKim Oregon State University
  • Jonathan J. Velez Oregon State University



self-efficacy, teacher development, career commitment


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 self-efficacy theory, recommendations are made for future research that will continue the articulation of this theory in both research and practice within agricultural education.


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How to Cite

McKim, A. J., & Velez, J. J. (2016). An Evaluation of the Self-Efficacy Theory in Agricultural Education. Journal of Agricultural Education, 57(1), 73–90.




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