Early Career Agriculture Teachers’ Efficacy Toward Teaching Students with Special Needs

This study sought to assess the perceptions of early career agriculture teachers' ability to teach students with special needs. Agriculture teachers in the first five years of their careers indicated that administrative support contributed the most to their success in working with students with...

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Bibliographic Details
Published in:Journal of agricultural education 2010-12, Vol.51 (4), p.105-117
Main Authors: Aschenbrener, Mollie S, Garton, Bryan L, Ross, Amanda L
Format: Article
Language:English
Subjects:
Agricultural education
Evaluation
Methods
self-efficacy
Self-efficacy (Psychology)
Special education
students
teachers
variance
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Summary:This study sought to assess the perceptions of early career agriculture teachers' ability to teach students with special needs. Agriculture teachers in the first five years of their careers indicated that administrative support contributed the most to their success in working with students with special needs, while in-service activities that focused on students with special needs contributed little. Self-efficacy was the strongest predictor of self–perceived success of teaching students with special needs. Self–efficacy, combined with administrator support, in-service and teacher preparation, accounted for 27% of the variance in early career agriculture teachers' self-perceived success of teaching students with special needs
ISSN:1042-0541
2162-5212
1042-0541
DOI:10.5032/jae.2010.04105