Gates, H., Shoulders, C., Johnson, D., Edgar, D., and Blythe, J. (2020). Preservice agricultural education and secondary education teachers’ self-efficacy and professional identity. Journal of Agricultural Education, 61(3), 112-127. https://doi.org/10.5032/jae.2020.03112

The purpose of this study was to describe the self-efficacy and professional identity of preservice
agricultural education teachers and other secondary education preservice teachers. Data were
collected from respondents (n = 85) from 13 institutions and included both agricultural education
preservice teachers (n = 68) and other secondary education preservice teachers (n = 17). The
instrument used in this study was a modified questionnaire that combined two previously established
scales, Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher’s Sense of Efficacy Scale and Woo’s
(2013) Professional Identity Scale in Counseling. Descriptive statistics revealed that agricultural
education preservice teachers possessed a slightly higher level of self-efficacy than other secondary
education preservice teachers. Conversely, secondary education preservice teachers possessed a
slightly higher level of professional identity than agricultural education preservice teachers. A
Spearman’s rho Correlation was used to reveal a negligible relationship between self-efficacy and
professional identity among agricultural education preservice teachers. However, there was a small
relationship between self-efficacy and professional identity among secondary education preservice
teachers. Further research should be conducted to establish the development of self-efficacy and
professional identity throughout the teacher career cycle through longitudinal studies.

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