Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction

Abstract

The purpose of this study was to examine the self-efficacy of Florida SBAE teachers for in-person and online instruction. The methodology included a descriptive survey approach to determine the self-efficacy of Florida SBAE teachers. A census of SBAE teachers was conducted in the Fall of 2020 and Spring of 2021. The population included a total of 500 SBAE teachers in the Florida. Major findings included a significantly different self-efficacy score for in-person instructors (M =4.22, SD = 0.48) when compared to instructors who taught online (M = 2.98, SD = 0.67). Navigating online platforms for teaching, coupled with the conditions in which teachers had to move to online instruction during COVID-19 could have reduced the self-efficacy of teachers. Recommendations include training for teachers on how to navigate online platforms, as well as professional development to enhance skillsets of teachers in pedagogical practices for engaging online learners. Teachers should look for support from their peers who are proficient in online teaching. Preservice teacher education programs should consider integrating online delivery instructional practices into existing coursework and moving back to in-person instruction when it is safe to do so.

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“…Yet, this implementation of virtual teachers or on-line education highlights the inequity found between those students in rural schools and urban/suburban schools that continue to employ in-person faculty. Where rural students are frequently provided a virtual teacher to provide instruction from a distance, non-rural schools infrequently use video instruction as their primary mode of teaching (Barry & Easterly, 2021;Li, Sun, & Gee, 2019).…”

Teacher perceptions of administrator actions in COVID-19 and its impact on emotional exhaustion: A moderation analysis of teacher self efficacy

“…More generally, SBAE teachers expressed their initial dissatisfaction stemming from extremely specific parts of the pandemic experience including school operation changes, the required changes imposed on their program activities, and the negative impact the changes had on teacher well-being (Easterly et al, 2021). McKim and Sorensen (2020) found the pandemic caused several shifts to the SBAE teacher role in both professional and personal roles resulting in a work domain decline and a job satisfaction slump for the teachers.…”