Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction
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 Sp...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Advancements in Agricultural Development Inc
2021-05-01
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| Series: | Advancements in Agricultural Development |
| Subjects: | |
| Online Access: | https://agdevresearch.org/index.php/aad/article/view/109 |
| _version_ | 1818902368962478080 |
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| author | Debra Barry Tre Easterly |
| author_facet | Debra Barry Tre Easterly |
| author_sort | Debra Barry |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-19T20:34:33Z |
| format | Article |
| id | doaj.art-2c1d50806704491ba043575b383f6c62 |
| institution | Directory Open Access Journal |
| issn | 2690-5078 |
| language | English |
| last_indexed | 2024-12-19T20:34:33Z |
| publishDate | 2021-05-01 |
| publisher | Advancements in Agricultural Development Inc |
| record_format | Article |
| series | Advancements in Agricultural Development |
| spelling | doaj.art-2c1d50806704491ba043575b383f6c622022-12-21T20:06:35ZengAdvancements in Agricultural Development IncAdvancements in Agricultural Development2690-50782021-05-012210.37433/aad.v2i2.109Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instructionDebra Barry0Tre Easterly1University of FloridaUniversity of FloridaThe 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.https://agdevresearch.org/index.php/aad/article/view/109agriculture teachersonline teachingUnited StatesCOVID-19 |
| spellingShingle | Debra Barry Tre Easterly Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction Advancements in Agricultural Development agriculture teachers online teaching United States COVID-19 |
| title | Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction |
| title_full | Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction |
| title_fullStr | Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction |
| title_full_unstemmed | Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction |
| title_short | Comparing the self-efficacy of Florida school-based agricultural education teachers delivering online and in-person instruction |
| title_sort | comparing the self efficacy of florida school based agricultural education teachers delivering online and in person instruction |
| topic | agriculture teachers online teaching United States COVID-19 |
| url | https://agdevresearch.org/index.php/aad/article/view/109 |
| work_keys_str_mv | AT debrabarry comparingtheselfefficacyoffloridaschoolbasedagriculturaleducationteachersdeliveringonlineandinpersoninstruction AT treeasterly comparingtheselfefficacyoffloridaschoolbasedagriculturaleducationteachersdeliveringonlineandinpersoninstruction |