Self-Efficacy of Early-Career Agricultural Science Teachers in Texas




Carroll, Bodie

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The purpose of this study was to determine the self-efficacy of early-career agricultural science teachers from Texas, in the three domains of agricultural education, classroom instruction, FFA, and supervised agricultural experience (SAE). This descriptive study was conducted in the state of Texas using a random sample of 1st, 2nd, and 3rd year agricultural science teachers. A response rate of 50.6% was achieved (N=168, n=85). The respondents complete an online survey using the Qualtrics? system. The survey included 49 likert scale items, as well as demographic items.

The results of this study show summated self-efficacy scores on a scale of 1 (No Capability) to 9 (A great deal of capability) of 6.14, 6.87, and 6.91 for the domains of classroom instruction, FFA, and SAE, respectively. Teachers in this study reported the lowest self-efficacy in the categories of utilize a program advisory board (M=5.29), manage a horticulture/greenhouse laboratory (M=5.64), and assist students in preparing FFA proficiency applications (M=5.69). In addition, teachers reported the highest self-efficacy in the categories of supervise students during FFA trips and activities (M=7.94) and assist students in planning FFA chapter activities (M=7.58). Lastly, this study sought to examine the relationship between demographic variables and self-efficacy in each of the three domains. A moderate correlation was found between six different variables.



Agricultural Education, Education, Self-Efficacy, Teacher Preparation Programs