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School-based Agricultural Education Teachers : = Self-Efficacy with Face-to-Face, Remote, and Hybrid Instruction and Perceptions of Professional Development regarding Technology Integration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School-based Agricultural Education Teachers :/
Reminder of title:	Self-Efficacy with Face-to-Face, Remote, and Hybrid Instruction and Perceptions of Professional Development regarding Technology Integration.
Author:	Clark, Gayle Crowder.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Agricultural education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994084click for full text (PQDT)
ISBN:	9798363506680

School-based Agricultural Education Teachers : = Self-Efficacy with Face-to-Face, Remote, and Hybrid Instruction and Perceptions of Professional Development regarding Technology Integration.
Clark, Gayle Crowder.

School-based Agricultural Education Teachers :Self-Efficacy with Face-to-Face, Remote, and Hybrid Instruction and Perceptions of Professional Development regarding Technology Integration. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--Mississippi State University, 2022.

Includes bibliographical references

This three-article dissertation examined the perceptions of school-based agricultural education teachers in Tennessee, Mississippi, and Alabama on self-efficacy and professional development activities since the onset of the COVID-19 pandemic. The first article was an examination of teacher self-efficacy in delivering instruction in three classroom settings: face-to-face, remote, and hybrid, which is a combination of face-to-face and remote simultaneous instruction. The second was a descriptive study of teacher experiences and perceptions of professional development activities related to instructional technology over the past two years. The third article examined the correlation between each of the teacher self-efficacy instructional setting constructs and perceptions of professional development experiences. The last chapter ties the three research articles together, concluding that teacher self-efficacy is stronger in face-to-face instruction and weakest in remote instruction. Key areas of low efficacy are in managing the hands-on components of an SBAE program, such as managing an agricultural mechanics laboratory and a greenhouse. When teachers receive follow-up and individual feedback from professional development leaders, higher self-efficacy is possible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798363506680Subjects--Topical Terms:

612126
Agricultural education.
Subjects--Index Terms:

Agriculture teachersIndex Terms--Genre/Form:

542853
Electronic books.

School-based Agricultural Education Teachers : = Self-Efficacy with Face-to-Face, Remote, and Hybrid Instruction and Perceptions of Professional Development regarding Technology Integration.
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