Identity development is not a subject formally covered in coursework or professional development, but it is still important. Identity is used to determine behavior and actions as well as to set goals. Our identities shape who we are and what we do. If I identify as creative then I am more likely to practice creative behavior as well as set goals that include creativity. With the day to day problems we face as a society grow in number as well as in level of difficulty, creative solutions are needed. However, often we hear "you're not creative" or say "I'm not creative." These words are said because our creative identity is not active nor is it developmentally supported. Understanding the development of creative identity and the behaviors that demonstrate creativity level can help develop creative problem-solving skills and practices. I found that generally, agricultural teachers find they are creative whether their creative score indicates a strong creative ability or not. I found that for teachers to feel their administrators and peers view them as creative they must hear words of affirmation; however, a teacher uses clues from student actions of engagement or questions to feel that their students view them as creative. I found that teachers credit mentors, peer teachers, books, and professional development with how they define and act creatively within their classrooms. I found that the predominant creative behaviors were storytelling, movement, colorfulness, and fantasy. These findings indicate the need to develop a teacher's creative identity by purposefully designed professional development. We should also begin to recognize creativity and verbally acknowledge creativity when observed. Teacher preparation programs should include creative mentors and books that further develop instructional creative behaviors that were observed. The behaviors that appeared the least should also continue to be developed. / Doctor of Philosophy / Identity development is not a subject formally covered in coursework or professional development, but it is still important. Identity is used to determine behavior and actions as well as to set goals. Our identities shape who we are and what we do. If I identify as creative then I am more likely to practice creative behavior as well as set goals that include creativity. With the day to day problems we face as a society grow in number as well as in level of difficulty, creative solutions are needed. However, often we hear "you're not creative" or say "I'm not creative." These words are said because our creative identity is not active nor is it developmentally supported. Understanding the development of creative identity and the behaviors that demonstrate creativity level can help develop creative problem-solving skills and practices. I found that generally, agricultural teachers find they are creative whether their creative score indicates a strong creative ability or not. I found that for teachers to feel their administrators and peers view them as creative they must hear words of affirmation; however, a teacher uses clues from student actions of engagement or questions to feel that their students view them as creative. I found that teachers credit mentors, peer teachers, books, and professional development with how they define and act creatively within their classrooms. I found that the predominant creative behaviors were storytelling, movement, colorfulness, and fantasy. These findings indicate the need to develop a teacher's creative identity by purposefully designed professional development. We should also begin to recognize creativity and verbally acknowledge creativity when observed. Teacher preparation programs should include creative mentors and books that further develop instructional creative behaviors that were observed. The behaviors that appeared the least should also continue to be developed.

A study was conducted to determine the relationship between agribusiness self-efficacy and business related collegiate courses. One hundred eleven (N = 111) Mississippi and Tennessee secondary agricultural education teachers completed a researcher developed survey that measured agribusiness self-efficacy using 88 competencies from Mississippi and Tennessee secondary agribusiness courses. Participants rated their confidence to teach each competency using a 5 point scale with 1 as no confidence and 5 as very confident. The survey also assessed the types and number of collegiate-level business related courses completed by the participants as well as other demographic factors. Multiple linear regression, ANOVA, and Spearman's rho tests were used to assess relationships between the measured agribusiness self-efficacy and the various demographic factors. The mean agribusiness self-efficacy was 3.18 (SD = 0.788) indicating that teachers are only somewhat confident to teach agribusiness. Factor analysis divided the 88 competencies into nine themes. The overall competency and nine factor competency means were used as dependent variables. Marketing and introductory agribusiness courses loaded on most of the regression models. The number of collegiate business related courses is significantly related to participants agribusiness self-efficacy. Participants with a high GPA were found to have a significantly lower agribusiness self-efficacy as compare to lesser GPA groups. Teaching agribusiness courses increases agribusiness self-efficacy. Utilizing agribusiness textbooks and guest speakers also increases agribusiness self-efficacy. Owning a business was included in most of the agribusiness self-efficacy models. Nine of the ten regression models solely included state department of education facilitated agribusiness professional development. Years of experience was only significantly related to one of the ten dependent variables. No significant relationship was discovered between agribusiness self-efficacy and teacher age. No significant differences in agribusiness self-efficacy was discovered for education level, college major, certification type. It is recommended that universities include a marketing course along with an introductory to agribusiness course to prepare pre-service agricultural education teachers. It is also recommended that secondary agricultural education teachers maintain a professional library with agribusiness textbooks and to utilize guest speakers as needed to optimize agribusiness self-efficacy.

The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.