Agricultural educators encounter unique teaching challenges as they teach applications of plant production in the greenhouse classroom. The teacher self-efficacy construct has been used broadly to link student learning outcomes to teachers' beliefs in their ability to attain certain instructional goals in the classroom. Few studies have used this construct to examine teacher-efficacy in the greenhouse classroom. This study uses the teacher self-efficacy construct within the agricultural educator domain. It seeks to measure change in agricultural educator self-efficacy beliefs using established self-efficacy scales to determine if a professional development experience in greenhouse operation and management effects educator beliefs in their ability to teach in the greenhouse classroom.
| Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:cld_etds-1024 |
| Date | 01 January 2016 |
| Creators | Dutton, Shari R. |
| Publisher | UKnowledge |
| Source Sets | University of Kentucky |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations--Community and Leadership Development |
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