Published in Journal of Agricultural Education, Volume 52, Issue 2, June 1, 2011, pages 128-139.
The definitive version is available at https://doi.org/10.5032/jae.2011.02128.
The purpose of this study was to examine changes in teacher self–efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers Sense of Efficacy Scale (Tschannen–Moran and Woolfolk Hoy, 2001) to assess the individuals in the study four different times; at the conclusion of student teaching, and the conclusion of their first, second and third years of teaching. No previous research exists in agricultural education that tracks the changes in teacher self–efficacy from student teaching through the third year of teaching. Individuals reported the lowest levels of teacher self–efficacy at the end of their first year of teaching and the highest levels at the conclusion of their student teaching experience. Participants reported the lowest levels of teacher self–efficacy in the student engagement domain in each of the assessments. The results of this study support previous research conducted with teacher education candidates. However, as this research continues the assessment of teacher self–efficacy through the beginning years of teaching, the researchers recommended more thorough and comprehensive study.