Qualitative Study of Factors Influencing Teaching Self-Efficacy of Elementary Agricultural Education Teachers

In the realm of elementary agricultural education (EAE), the self-efficacy of educators plays a pivotal role in shaping both their pedagogical practices and self-concept. Grounded in constructivist theory and employing a phenomenological approach, this study investigated the factors influencing EAE teaching self-efficacy. At the time of the study, there were a total of 30 EAE teachers in Georgia. To gain an in-depth understanding, all 30 teachers with diverse backgrounds and teaching experiences were invited to participate. Of these, 18 consented, providing a rich sample for analysis. However, the decision to select 12 participants was influenced by the available time for conducting the focus group sessions and their current teaching responsibilities. Focus group sessions were conducted, with participants stratified by self-efficacy scores. Preliminary analyses dictated the threshold criteria for Focus Group 1 (scores ≤ 7) and Focus Group 2 (scores ≥ 8). Anchored in Bandura’s (1986) triadic reciprocal determinism, the research accentuated the dynamic interaction among environmental stimuli, agricultural convictions, and behavior. Three key determinants emerged as influential to EAE teaching efficacy: personal values, boundary-breaking behaviors, and positive school culture. These determinants foster an EAE environment characterized by affective actions, contagious behaviors, and a constructive attitude. Given the implications of these findings, continuous and iterative evaluations of the EAE curriculum are paramount in educational research.