Instructional Practice Needs of Oklahoma Agricultural Educators by Career Phase
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| Title: | Instructional Practice Needs of Oklahoma Agricultural Educators by Career Phase |
|---|---|
| Language: | English |
| Authors: | Robby Branscum (ORCID |
| Source: | Journal of Agricultural Education. 2025 66(3). |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Agricultural Education, Teacher Attitudes, Job Satisfaction, Self Efficacy, Teacher Competencies, Faculty Development, Teacher Persistence, Educational Needs, Experienced Teachers, Novices |
| DOI: | 10.5032/jae.v66i3.3024 |
| ISSN: | 1042-0541 2162-5212 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480282 |
| Database: | ERIC |
| 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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| ISSN: | 1042-0541 2162-5212 |
| DOI: | 10.5032/jae.v66i3.3024 |
