Teacher efficacy and the perceived importance of record keeping skills in agricultural education programs

Abstract

The importance of record keeping as a component of SAE programs in FFA and agricultural education 	has been well documented. Likewise, the construct of self-efficacy, and the further investigation of teacher self-efficacy, has emerged as an important indicator of teacher and student success. The purpose of this study was to determine the relationship between perceived efficacy of teachers and the importance of record keeping skills in agricultural education, and to explore the professional development needs of agriculture teachers concerning record keeping concepts.
The sample consisted of agriculture teachers from within the Area 1 FFA Association (panhandle region) of Texas. 108 teachers were identified and there were 61 usable responses yielding a 57% response rate. Personal teaching efficacy was measured using the short form of the Teacher Self-Efficacy Scale (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). The remainder of the instrument was developed by the researcher to measure the value of record keeping in FFA SAE programs, as well as the importance and perceived confidence to teach a specific set of record keeping concepts. Demographic information was obtained to describe the participants and explore relationships between efficacy and participant characteristics.
The study found that agriculture teachers believe that record keeping is important and they largely expressed confidence to teach most record keeping concepts. On the other hand, the data revealed that the majority of respondents reported that less than 25% of their students actively maintained a record book and that teachers place the majority of the value of record keeping in documenting student FFA accomplishments. Therefore, the conclusion can be made that the record book system currently in place in Texas is not being utilized by the majority of this population as a means to teach record keeping concepts. The needs assessment showed that little in-service training would be necessary to improve importance and confidence levels. The study also found moderate (Davis, 1971) relationships between efficacy and confidence to teach record keeping concepts and years of teaching experience and the confidence to teach record keeping concepts. As expected, there was a substantial (Davis, 1971) relationship between efficacy and years of teaching experience. 
Further investigation into record keeping in SAE programs is warranted. The study should be duplicated on a more substantial population to achieve a better understanding of teacher self-efficacy related to record keeping concepts, however, a universal list of record keeping concepts related to SAE programs should be created. It would be beneficial to analyze results of the same study duplicated in other areas across the state, as well as other states, to create a better picture of how record keeping concepts are being taught and utilized in agricultural education, and to determine possible needs for pre-service and in-service training.