Instructional Practice Needs of Oklahoma Agricultural Educators by Career Phase

Robby Branscum; Christopher J. Eck; Kayla N. Marsh; Bradley M. Coleman

doi:10.5032/jae.v66i3.3024

Authors

Robby Branscum Stillwater Public Schools https://orcid.org/0009-0004-6230-1017
Christopher J. Eck Oklahoma State University https://orcid.org/0000-0002-1645-3632
Kayla N. Marsh Oklahoma State University https://orcid.org/0000-0003-3574-1936
Bradley M. Coleman Oklahoma State University https://orcid.org/0000-0001-5981-5747

DOI:

https://doi.org/10.5032/jae.v66i3.3024

Keywords:

Teacher self-efficacy, Ranked discrepancy model, Teacher professional development

Abstract

Increasing career satisfaction is crucial to retaining highly qualified teachers, as perceived self-efficacy is positively correlated with job satisfaction. With this in mind, understanding the needs of career phases is important for professional development. The purpose of the study was to determine the relationship between teaching experience and instructional practice needs among school-based agricultural education (SBAE) teachers in Oklahoma. This study was informed by Bandura’s self-efficacy theory, which considers people’s beliefs about their capabilities to produce effects. This non-experimental survey research study employed a census approach to reach all Oklahoma SBAE teachers using the ranked discrepancy model to assess current competencies. Participants were provided with 24 instructional areas and asked to rate their self-efficacy and perceived importance for each competency, using a five-point Likert-type scale. Findings indicated Oklahoma SBAE expressed the greatest need for training in modifying instruction for students with special needs, motivating students for classroom learning, and teaching for different learning styles. Developing lesson plans was self-identified among all career phases (early, mid, and late) as the instructional practice with the least need for additional training. To increase teacher retention, professional development opportunities must reflect areas of perceived need. It is recommended the state agricultural education staff, teacher preparation faculty, and the Oklahoma Agricultural Education Teachers Association provide specialized training based on the career phase of teachers.

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