Examining the Relationship Between School-Based Agricultural Education Teacher Social Media Use and Self-Confidence
DOI:
https://doi.org/10.5032/jae.v67i1.3177Keywords:
school-based agricultural education, social media, professional learning, self-efficacy, self-confidenceAbstract
School-based agricultural education teachers (SBAE) are tasked daily with a multitude of demands inside and outside the classroom. While these demands can be daunting, teachers continue to focus on improving their practice through relevant and authentic professional development. The study aimed to describe the relationship between SBAE teachers' social media use for professional purposes and self-confidence. A random sample of SBAE teachers responded to the survey instrument. Findings showed that SBAE teachers are generally self-confident in the classroom and in agriculture content. SBAE teachers also use social media channels for professional purposes. Overall, there was no statistically significant relationship between the self-confidence of SBAE teachers and their social media use for professional purposes. However, there were differences in self-confidence and social media use based on gender and career stage. These findings may provide practitioners with insight into how social media can be leveraged for professional learning. Future research should consider examples of social media that SBAE teachers use for professional purposes.
Downloads
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499. https://doi.org/10.1002/tea.20131 DOI: https://doi.org/10.1002/tea.20131
Burris, S., McLaughlin, K. E., McCulloch, A., Brashears, T., & Fraze, S. (2010). A comparison of first and fifth year agriculture teachers on personal teaching efficacy, general teaching efficacy and content efficacy. Journal of Agricultural Education, 51(1), 22–31. https://doi.org/10.5032/jae.2010.01022 DOI: https://doi.org/10.5032/jae.2010.01022
Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103–149. https://doi.org/10.1016/j.tate.2020.103149 DOI: https://doi.org/10.1016/j.tate.2020.103149
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass, An Imprint of Wiley.
de Jong, K. J., Moolenaar, N. M., Osagie, E., & Phielix, C. (2016). Valuable connections: A social capital perspective on teachers' social networks, commitment and self-efficacy. Pedagogía Social, 28, 71-83. DOI: https://doi.org/10.7179/PSRI_2016.28.06
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189x08331140 DOI: https://doi.org/10.3102/0013189X08331140
Dillman, D. A., Smyth, J. A., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th Edition). 9781118456149. DOI: https://doi.org/10.1002/9781394260645
Easterly, R. G. (Tre), & Simpson, K. A. (2020). An examination of the curricular resource use and self efficacy of Utah school-based agricultural education teachers: An exploratory study. Journal of Agricultural Education, 61(4), 30–45. https://doi.org/10.5032/jae.2020.04030 DOI: https://doi.org/10.5032/jae.2020.04030
Easterly III, R. G. (Tre), & Myers, B. E. (2019). Professional development engagement and career satisfaction of agriscience teachers. Journal of Agricultural Education, 60(2), 69–84. https://doi.org/10.5032/jae.2019.02069 DOI: https://doi.org/10.5032/jae.2019.02069
Elmore, R. F. (2005). School reform from the inside out: Policy, practice, and performance. Harvard education press. DOI: https://doi.org/10.1037/e565212006-012
Fackler, S., & Malmberg, L. E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. DOI: https://doi.org/10.1016/j.tate.2016.03.002
Feltz, D. L. and Öncü, Erman. (2014). Self-confidence and self-efficacy. In Papaioannou, A. G., & Hackfort, D. (Eds.). Routledge companion to sport and exercise psychology: global perspectives and fundamental concepts (pp. 417-429). Routledge.
Fessler, R., & Christensen, J. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Allyn and Bacon.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage Publications.
Fullan, M. (2007). Change the terms for teacher learning. Journal of Staff Development, 28(3), 35–36.
Haddad, B., Traini, H. Q., & McKim, A. J. (2023). We’ve Crossed a Line: A Philosophical Examination of Systemic Implications Surrounding SBAE Teachers’ Attempts at Boundary Setting. Journal of Agricultural Education, 64(1), 82–95. https://doi.org/10.5032/jae.v64i1.31 DOI: https://doi.org/10.5032/jae.v64i1.31
Hillman, T., Lundin, M., Rensfeldt, A. B., Lantz-Andersson, A., & Peterson, L. (2021). Moderating professional learning on social media: A balance between monitoring, facilitation and expert membership. Computers & Education, 168, 104191. https://doi.org/10.1016/j.compedu.2021.104191 DOI: https://doi.org/10.1016/j.compedu.2021.104191
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007 DOI: https://doi.org/10.1016/j.tate.2005.01.007
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177–179. https://doi.org/10.1080/19415257.2010.523955 DOI: https://doi.org/10.1080/19415257.2010.523955
Krutka, D. G., Carpenter, J. P., & Trust, T. (2016). Elements of engagement: A model of teacher interactions via Professional Learning Networks. Journal of Digital Learning in Teacher Education, 32(4), 150–158. https://doi.org/10.1080/21532974.2016.1206492 DOI: https://doi.org/10.1080/21532974.2016.1206492
Lindner, J. R., Murphy, T. H., & Briers, G. E. (2001). Handling nonresponse in social science research. Journal of Agricultural Education, 42(4), 43–53. https://doi.org/10.5032/jae.2001.04043 DOI: https://doi.org/10.5032/jae.2001.04043
Malmberg, L. E., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: teacher, student group and lesson effects. European Journal of Psychology of Education, 29(3), 1-23. https://doi.org/10.1007/s10212-013-0206-1 DOI: https://doi.org/10.1007/s10212-013-0206-1
McKim, A. J., & Velez, J. J. (2015). Exploring the relationship between self-efficacy and career commitment among early career agriculture teachers. Journal of Agricultural Education, 56(1), 127–140. https://doi.org/10.5032/jae.2015.01127 DOI: https://doi.org/10.5032/jae.2015.01127
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 DOI: https://doi.org/10.5032/jae.2017.01172
McKim, A. J., Velez, J. J., & Clement, H. Q. (2017). Exploring relationships between personal variables, programmatic variables, and self-efficacy in school-based agricultural education. Journal of Agricultural Education, 58(2), 284–298. https://doi.org/10.5032/jae.2017.02284 DOI: https://doi.org/10.5032/jae.2017.02284
Mundt, J. P., & Connors, J. J. (1999). Problems and challenges associated with the first years of teaching agriculture: A framework for preservice and inservice education. Journal of Agricultural Education, 40(1), 38–48. https://doi.org/10.5032/jae.1999.01038 DOI: https://doi.org/10.5032/jae.1999.01038
Prestridge, S. (2019). Categorizing teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003 DOI: https://doi.org/10.1016/j.compedu.2018.11.003
Ray, N., Strong, R., & Meyers, C. (2022). Measuring the perceived usefulness of social media professional learning networks to elevate agricultural development. Advancements in Agricultural Development, 3(4), 43–56. https://doi.org/10.37433/aad.v3i4.275 DOI: https://doi.org/10.37433/aad.v3i4.275
Rocca, S. J., & Washburn, S. G. (2006). Comparison of teacher efficacy among traditionally and alternatively certified agriculture teachers. Journal of Agricultural Education, 47(3), 58–69. https://doi.org/10.5032/jae.2006.03058 DOI: https://doi.org/10.5032/jae.2006.03058
Rodriguez, J. F. (1997). Self-efficacy of preservice and beginning agricultural education teachers in Ohio. (Unpublished doctoral dissertation). The Ohio State University, Columbus.
Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385–400. https://doi.org/10.1016/0742-051X(95)00046-M DOI: https://doi.org/10.1016/0742-051X(95)00046-M
Sak, R. (2015). Comparison of self-efficacy between male and female pre-service early childhood teachers. Early Child Development and Care, 185(10), 1629–1640. https://doi.org/10.1080/03004430.2015.1014353 DOI: https://doi.org/10.1080/03004430.2015.1014353
Smalley, S., & Smith, A. (2017). Professional development needs of mid-career agriculture teachers. Journal of Agricultural Education, 58(4), 282–290. https://doi.org/10.5032/jae.2017.04283 DOI: https://doi.org/10.5032/jae.2017.04283
Smith, A., & Smalley, S. (2018). Job stress, burnout, and professional development needs of mid-career agricultural education teachers. Journal of Agricultural Education, 59(2), 305–320. https://doi.org/doi.org/10.5032/jae.2018.02305 DOI: https://doi.org/10.5032/jae.2018.02305
Swafford, M. R., & Friedel, C. R. (2010). A comparison of the inservice needs of traditionally and alternatively certified beginning agriscience teachers in Louisiana. Journal of Southern Agricultural Education Research, 60(1), 90–103.
Teixeira, K. L., Terry, Jr., R., Inman, R. I., Cole, K. L., Robinson, J. S., & Toombs, J. M. (2021). Intent and content of a closed Facebook group for school-based agricultural education instructors in California. Journal of Agricultural Education, 62(4), Article 4. https://doi.org/10.5032/jae.2021.04171 DOI: https://doi.org/10.5032/jae.2021.04171
Traini, H., Haddad, B., Stewart, J., & Velez, J. J. (2021). Adjusting, appeasing, and rearranging: How agriculture teachers reconcile the demands of the profession. Journal of Agricultural Education, 62(2). https://doi.org/10.5032/jae.2021.02167 DOI: https://doi.org/10.5032/jae.2021.02167
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and more. Review of Education Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202 DOI: https://doi.org/10.3102/00346543068002202
Tschannen‐Moran, M., & McMaster, P. (2009). Sources of self‐efficacy: Four professional development formats and their relationship to self‐efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228–245. https://doi.org/10.1086/605771 DOI: https://doi.org/10.1086/605771
Ulmer, J. D., Velez, J. J., Lambert, M. D., Thompson, G. W., Burris, S., & Witt, P. A. (2013). Exploring science teaching efficacy of CASE curriculum teachers: A post-then-pre assessment. Journal of Agricultural Education, 54(4), 121–133. https://doi.org/10.5032/jae/2013.04121 DOI: https://doi.org/10.5032/jae.2013.04121
Vu, P., Cao, V., Vu, L., & Capero, J. (2014). Factors driving learner success in online professional development. International Review of Research in Open and Distance Learning, 15(3). http://www.irrodl.org/index.php/irrodl/article/view/1714/2907 DOI: https://doi.org/10.19173/irrodl.v15i3.1714
Wolf, K. J. (2008). Agricultural education teacher self-efficacy: A descriptive study of beginning agricultural education teachers in Ohio. (Unpublished doctoral dissertation). The Ohio State University, Columbus.
Downloads
Published
How to Cite
Issue
Section
