Agricultural Educators' Personal Teaching Efficacy Towards Individual STEM Subjects


  • Rachel Hendrix West Virginia University
  • Jason McKibben Auburn University
  • Kirk Swortzel Mississippi State University


STEM, science, technology, engineering, mathematics, self-efficacy, personal self-efficacy


STEM (Science, Technology, Engineering, and Mathematics) education is becoming an integral part of modern agricultural education. If the integration of STEM into agricultural education is to succeed, it is vital that educators feel confident in their ability to teach such material.  This study examines [state 1] and [state 2] agricultural educators’ personal teaching efficacy towards STEM subjects. Analysis indicated that educators felt most confident in their ability to teach science, followed by technology, mathematics and then engineering. Recommendations for future research and practice include exploring agricultural educators’ perceptions of and methods for teaching engineering, understanding the experience of minorities in STEM, and developing new courses for STEM-enhanced postsecondary agricultural educator preparation programs.


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Author Biographies

Jason McKibben, Auburn University

Jason D. McKibben is an Assistant Professor of Agriscience Education in the Department of
Curriculum and Teaching at Auburn University, Haley Center, Auburn, AL 36849, 


Kirk Swortzel, Mississippi State University

Kirk Swortzel is a Professor of Agricultural Education at Mississippi State University.




How to Cite

Hendrix, R., McKibben, J., & Swortzel, K. (2024). Agricultural Educators’ Personal Teaching Efficacy Towards Individual STEM Subjects. Journal of Agricultural Education, 65(2), 306–321. Retrieved from



Journal of Agricultural Education