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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 0009-0004-6230-1017), Christopher J. Eck (ORCID 0000-0002-1645-3632), Kayla N. Marsh (ORCID 0000-0003-3574-1936), Bradley M. Coleman (ORCID 0000-0001-5981-5747)
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
FullText Text:
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  Data: Instructional Practice Needs of Oklahoma Agricultural Educators by Career Phase
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  Data: <searchLink fieldCode="AR" term="%22Robby+Branscum%22">Robby Branscum</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6230-1017">0009-0004-6230-1017</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+J%2E+Eck%22">Christopher J. Eck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1645-3632">0000-0002-1645-3632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kayla+N%2E+Marsh%22">Kayla N. Marsh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3574-1936">0000-0003-3574-1936</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bradley+M%2E+Coleman%22">Bradley M. Coleman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5981-5747">0000-0001-5981-5747</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2025 66(3).
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink>
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  Data: 10.5032/jae.v66i3.3024
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  Data: 1042-0541<br />2162-5212
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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        Value: 10.5032/jae.v66i3.3024
    Languages:
      – Text: English
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      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Job Satisfaction
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Experienced Teachers
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      – SubjectFull: Novices
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      – TitleFull: Instructional Practice Needs of Oklahoma Agricultural Educators by Career Phase
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