Predicting Self-Efficacy Dimensions of Teaching Agricultural Trainers, Based on Teaching Strategies

Self-efficacy is a person’s beliefs about his or her ability for organizing and executing necessary actions to achieve the intended results. This study was an applied research and data collected through a survey method. The study was a causal-comparative research. This study aimed to anticipate level of teaching self-efficacy of agricultural trainers based on teaching strategies in the classroom. Statistical population was consisted 210 agriculture trainers of applied scientific centers of agricultural higher education in Tehran and Alborz Provinces. 130 trainers were randomly selected according to finite correction population formula. Research instrument was a standard questionnaire which its face, construct and discriminant validity was confirmed. Ordinal Theta and composite reliability coefficients were satisfied. Statistical dominant structural equation modeling method employing partial least squares (PLS) method was applied. The results showed that between the teaching strategies and six dimensions of teaching self-efficacy (motivation of the students, adapting to changes, interaction with parents, learners, dignity trainers, self-efficacy in education, adapting teaching to individual needs) were significant relationship. In this regard, the more appropriate the teaching strategies the teacher uses in the classroom, the better the self-efficacy of the trainer. This increase in self-efficacy leads to the greater willingness, enthusiasm, commitment, motivation, and dedication of more time for students to learn, which, finally improve the students’ academic achievement. Hence, holding training courses for educators, which will improve their teaching skills, would be a good way to enhance their self-efficacy.