Identifying the Teaching Effectiveness of School-Based Agricultural Education Teachers Who Aim to Increase their Human Capital
Keywords:
School Based Agricultural Education, Teacher EducationAbstract
Teaching effectiveness is an elusive, difficult to gauge concept, especially in career and technical education. This exploratory study was undergirded by the human capital theory and the effective teaching model for SBAE teachers. The purpose of this study was to identify the overall effectiveness of SBAE teachers aiming to improve their human capital by attending professional development at the 2020 NAAE conference. Composite effectiveness scores on the effective teaching instrument for school-based agricultural education teachers (ETI-SBAE) ranged from 59 to 98, out of 104, with a mean score of 81.54 overall. Work-life balance was found to be the component of greatest concern, followed by SAE supervision. Female SBAE teachers were found to be more effective than their male counterparts in this self-reported study. Determining effectiveness using the ETI-SBAE allows teachers to reflect upon their current human capital, ultimately guiding professional development opportunities to improve their effectiveness. SBAE stakeholders responsible for developing professional development workshops should consider the needs of their target audience and be purposeful in the offerings provided, as needs of SBAE teachers vary across a wide spectrum of personal and professional characteristics.
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