Exploring the Influence of Professional Capabilities on Self-Efficacy of Texas Agricultural Science Teachers Regarding Livestock Supervised Agricultural Experiences

The purpose of this study was to explore the self-efficacy of Texas agricultural science teachers in supervising livestock Supervised Agricultural Experiences (SAEs). To address the research questions, a quantitative, descriptive survey method was used, focusing on agricultural science teachers who attended the Agriculture Teachers Association of Texas (ATAT) livestock SAE workshop. Purposive sampling was used to gather data with a custom-designed survey instrument. The instrument consisted of two main sections. The first section contained 15 demographic questions, and the second included 23 Likert-scale questions. Participants rated their self-efficacy levels in completing tasks on a scale from 1 (Strongly Disagree) to 5 (Strongly Agree). A total of 75 teachers responded to the survey with a response rate of 50%. Findings from this study provide insights into the self-efficacy levels of Texas agricultural science teachers in supervising livestock SAEs and explore how demographics may influence these levels. Results revealed that females generally reported higher self-efficacy in communication and motivational tasks, while male teachers excelled in technical aspects like livestock show validation. Non-FFA members, or teachers who were not part of the FFA organization in high school, often reported greater self-efficacy across most skills. Lastly, teachers with Greenhand FFA degrees demonstrated higher self-efficacy levels in foundational tasks like livestock care and communication. These findings help determine professional development needs and target areas for improvement to manage livestock SAEs effectively.