Self-Efficacy and Agency: Contrasts Between CTE and Other Teacher Candidates

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Program Development (Table 1)

Abstract

This longitudinal study examines the self-efficacy development of teacher candidates, particularly those in Career and Technical Education (CTE) programs, over their educational journey. The study aimed to track the progression of self-efficacy in specific domains and identify differences between CTE and general teacher candidates in agency-related student behaviors. Using Bandura's self-efficacy framework, mixed-design ANOVA, and post-hoc tests, we found that both groups showed significant self-efficacy improvements over time. However, CTE candidates demonstrated higher initial confidence in managing disruptive behavior, while general teacher candidates showed more substantial gains in classroom management and motivating students. These findings highlight the need for tailored interventions in teacher preparation programs to address the unique developmental trajectories of diverse candidate groups.

Authors

• Laura Hasselquist, South Dakota State University

• Patrick D. Hales, South Dakota State University

• Anthony Durr, South Dakota State University