Effect of Leadership Experience on Agricultural Education Student Teacher Self-efficacy in Classroom Management

Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

doi:10.5328/cter34.2.119

Cited by 2 publications

(3 citation statements)

References 16 publications

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“…The relatively low level of TSE for classroom management is consistent with an international concern about PSTs' lack of preparedness for controlling a whole class (O'Neill & Stephenson, 2012). PSTs perceive that managing student behaviour is the most challenging task in teaching (Wolf, Foster, & Birkenholz, 2009;). This phenomenon can even transfer into recently graduated teachers among whom a negative association has been found between teaching experiences in classroom management and TSE (Wolters & Daugherty, 2007).…”

Section: Levels Of Tsementioning

confidence: 63%

See 1 more Smart Citation

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Ma¹,

Cavanagh²

2018

AJTE

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Section: Levels Of Tsementioning

confidence: 63%

“…However, not all previous experience was found to support TSE. For instance, prior leadership experience for PSTs studying agricultural education did not appear to influence their levels of TSE (Wolf, Foster, & Birkenholz, 2009), with some aspects of TSE greater for those without that experience (Alrefaei, 2015).…”

Section: Demographic Factorsmentioning

confidence: 99%

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Ma¹,

Cavanagh²

2018

AJTE

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“…In a study of student teachers, Wolf, Birkenholz, and Foster (2007) sought to describe agricultural education teacher candidates' sense of teacher self-efficacy in classroom management. The researchers found that student teachers were the most efficacious in the classroom management and discipline domain, slightly less efficacious in the personal teaching efficacy domain, and least efficacious in the external influences domain.…”

Section: Introduction/theoretical Foundationmentioning

confidence: 99%

The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates

Wolf¹,

Foster²,

Birkenholz³

2010

JAE

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The purpose of this study was to examine the relationship between the professional experiences of agricultural education teacher candidates during their internship, their sense of teacher self-efficacy, and their perceptions of their preparation. The population included the entire cohort (n=24) of teacher candidates during the 2007 fall quarter at The Ohio State University. Teacher self-efficacy was measured using the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). Candidates reported high levels of teacher self-efficacy at the end of the experience. The candidates' perception of their level of preparation was similar to their sense of teacher self-efficacy. The largest discrepancy score was for the student engagement domain. Professional development experiences categorized as vicarious experiences revealed the strongest overall relationship with teacher self-efficacy. The experience of observing a first-year agriculture teacher had the strongest positive relationship with overall teacher selfefficacy. This variable explained 11 percent of the variance in overall teacher self-efficacy, and 14 percent of the variance in the instructional strategies domain. Verbal feedback that candidates received from their cooperating teacher was positively related to teacher self-efficacy. The number of courses teacher candidates taught was negatively related to their sense of efficacy in the classroom management domain.

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Effect of Leadership Experience on Agricultural Education Student Teacher Self-efficacy in Classroom Management

Cited by 2 publications

References 16 publications

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

The Relationship Between Teacher Self-Efficacy and the Professional Development Experiences of Agricultural Education Teachers Candidates

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