TOTAL PROGRAM EFFICACY: A COMPARISON OF TRADITIONALLY AND ALTERNATIVELY CERTIFIED AGRICULTURE TEACHERS

Abstract

The purpose of this study was to determine agriculture teachers’ perceived levels of efficacy as they relate to managing the total program of agricultural education, both for traditionally and alternatively certified teachers. The constructs used in this study were technical content, FFA/leadership development/SAE, teaching and learning, and program management. Respondents consisted of 136 traditionally certified teachers and 76 alternatively certified teachers at either the middle and/or high school level. Traditionally certified teachers were predominately male (81%); alternatively certified teachers were 63% male. Traditionally certified teachers had either earned a bachelor’s and/or master’s degree, alternatively certified teachers indicated having obtained a least a master’s degree. Ninety-six percent of traditionally certified teachers have an advisory committee versus 88% of alternatively certified teachers. Traditionally certified teachers were most efficacious in their program management abilities and least efficacious in the technical agriculture content knowledge. Alternatively certified agriculture teachers were most efficacious in their pedagogical strategies and least efficacious in their technical agriculture content knowledge. Technical content was the lowest teacher efficacy variable for both groups. Traditionally certified agriculture teachers exhibit more selfefficacy than alternatively certified teachers in technical content knowledge, in conducting FFA, leadership development, and SAE activities, and in managing the total program.