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Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education

Knobloch, Neil A.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870

Abstract Details

2002, Doctor of Philosophy, Ohio State University, Agricultural Education.
Because first impressions of the teaching profession shape perceptions and expectations that influence how teachers perform, the researcher investigated how the initial teaching experience influenced student teachers’ and novice teachers’ efficacy during the quarter of the school year. The purpose of the study was to measure the degree of change in teacher efficacy during the first 10 weeks of the student teaching, first-year, second-year, and third-year teaching experience in agricultural education in Ohio related to stage of development and environmental variables of teacher trust in clients, collective efficacy, principal support, and academic emphasis of the schools. This was a causal comparative study using a non-equivalent control group design with a natural treatment. A pretest at the beginning of the school year, followed by a posttest at the 10th week of the school year was administered using mailed survey procedures. Ninety-two percent (N = 105, 106) of the teachers participated in the study. Student teachers, first-year teachers, second-year teachers, and third-year teachers were similarly efficacious at week 1 of the school year, but varied in their level of teacher efficacy at the 10th week of the school year. This conclusion indicated that the first 10 weeks of teaching experience of the school year influenced teacher efficacy. However, there was essentially no change in teacher efficacy across the first 10 weeks of the school year for student teachers, second-year teachers, and third-year teachers, but teacher efficacy decreased for first-year teachers during the first 10 weeks of the school year. Therefore, teacher efficacy of first-year teachers was influenced most during the first 10 weeks of the school year. Collectively, stage of development and environmental variables did not significantly influence teacher efficacy change during the first 10 weeks of the school year for student and novice teachers in agricultural education. Although stage of development and environmental variables are theoretically important (Richardson & Placier, 2001), there was not enough variability in teacher efficacy and environmental variables across the four stages of development to find a significant relationship.
M. Whittington (Advisor)
223 p.
Beginning teachers; Novice teachers; Student teachers; Teacher efficacy; Teacher development; Self-efficacy; Social cognition; Career and technical education

Recommended Citations

Citations

  • Knobloch, N. A. (2002). Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870

    APA Style (7th edition)

  • Knobloch, Neil. Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education. 2002. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.

    MLA Style (8th edition)

  • Knobloch, Neil. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." Doctoral dissertation, Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870

    Chicago Manual of Style (17th edition)

osu1025577870
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© 2002, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.