Student Teaching Internship Experiences and Perceived Success of

University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2020 Student Teaching Internship Experiences and Perceived Success of First-Year School Based Agricultural Education (SBAE) Teachers Mary Samoei University of Arkansas, Fayetteville Follow this and additional works at: https://scholarworks.uark.edu/etd Part of the Agricultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons, and the Secondary Education and Teaching Commons Citation Samoei, M (2020) Student Teaching Internship Experiences and Perceived Success of First-Year School Based Agricultural Education (SBAE) Teachers Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/3661 This Thesis is brought to you for free and open access by ScholarWorks@UARK It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK For more information, please contact ccmiddle@uark.edu Student Teaching Internship Experiences and Perceived Success of First-Year School Based Agricultural Education (SBAE) Teachers A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Agricultural and Extension Education by Mary Samoei Egerton University Bachelor of Science in Agricultural Education and Extension, 2009 May 2020 University of Arkansas This thesis is approved for recommendation to the Graduate Council _ Catherine Shoulders, PhD Thesis Director _ Jefferson Miller, PhD Committee Member _ Vinson Carter, PhD Committee Member _ Christopher Estepp, PhD Committee Member Abstract The purpose of this study was to determine the perceived influence of student teaching internship experiences on the perceived success of school-based agricultural education (SBAE) teachers in their first year of teaching An explanatory mixed-methods design was utilized to gather the both qualitative and quantitative data Census sampling was used to select 30 SBAE teachers teaching within high schools in Arkansas The researcher collected quantitative data using an adapted questionnaire and online interviews to collect qualitative data Males (n = 12, 54.6 %) dominate as first-year agriculture teachers Most teachers (n = 15, 68.2 %) graduated with a major in agricultural education, and a majority of schools (n = 14, 63.6 %) are rural-based During student teaching internship, SBAE teachers perceived to be more successful in handling FFA duties (M = 3.24, SD = 0.91), less successful in handling SAE duties (M = 2.99, SD = 1.05), and almost equal success in handling classroom teaching duties (M = 3.65, SD = 0.65), than in the first year of the teaching career Female agriculture teachers were more successful in conducting SAE (M = 3.17, SD = 0.98) and classroom teaching duties (M = 3.79, SD = 0.59) while male teachers performed slightly successful in FFA duties (M = 3.27, SD = 1.04) A negative correlation (r = -.03) was observed between perceptions of success in handling FFA duties student teaching and the first year of teaching showed The teachers perceived a negligible relationship (r = 07) between perceived success in handling SAE duties during student teaching and the first year of teaching A moderate relationship (r = 42) existed in perceived success of handling classroom teaching, and the perceived success within the first year of teaching agriculture The interviewed teachers attributed their perceived success within their first year to collaborative efforts with colleagues, mentor teacher support, student-teacher relationship, and time management The study generated recommendations for practice and for further research Acknowledgments I am highly appreciative of my advisor, Dr Catherine Shoulders, for the guidance during the entire writing process of my thesis, and for her readiness to help with very prompt response to requests Thank you for providing me with the strength to persist and succeed I wish also to express my warm gratitude to my thesis committee members Dr Miller, Dr Carter, Dr Estepp for their advice and constructive criticism This work would not have been possible without their support Special thanks to my fellow graduate students for reviewing my work, your comments and suggestions greatly improved the quality of this document Deepest gratitude goes out to the University of Arkansas Agricultural and Extension Education Department faculty, staff, and students who seem like family, thank you I would like to thank my family especially my husband; Raphael and kids; Ivy and Grace, dad; Julius and mum; Ann whose love, guidance, and support are with me in whatever I pursue To all whom I have not mentioned but contributed in one way or another, I am sincerely grateful Table of Contents Introduction Background Statement of the Problem Purpose of the Study Research Questions and Objectives Significance of the Study Terms and Definitions Limitations Literature Review Introduction Internship Programs Importance of Agricultural Teacher Internship Programs 10 The Success of SBAE Teachers in their First Year of Teaching 11 Theoretical Framework 14 Kolb’s (1984) Experiential Learning Theory 14 Dunkin and Biddle’s (1974) theory of classroom teaching 17 Conceptual Framework 20 Methodology 23 Subjectivity Statement 23 Purpose 24 Research Objectives and Questions 24 Research Design 24 Selection of Participants 25 Instrumentation 26 Data Collection 28 Data Analysis 28 Validity and Reliability of Quantitative Data 30 Trustworthiness and Rigor of Qualitative Data 32 Chapter Summary 33 Findings 33 Introduction 33 Objective One 34 Objective Two 39 Objective 48 Objective 53 Summary 57 Conclusion, Implications, and Recommendations 57 Introduction 57 Summary of Results 58 Conclusions 63 Objective One 63 Objective Two 63 Objective Three 64 Objective Four 64 Discussions and Implications 64 Recommendations 70 Recommendations for Practice 70 Recommendations for Research 72 Summary 74 References 76 Appendix 83 Appendix A Research Questionnaire 83 Appendix B Interview Guide 89 Interview questions 89 Appendix C IRB Approval Page 90 Introduction Background There are widespread reports of teacher shortage in the U.S and the shortage is still a challenge at Arkansas For the 2016-2017 school year, agriculture, science, and technology were among nine critical subjects that faced a teacher shortage in Arkansas (ADE, 2016a) At the same time, reports indicated low enrollment rates in Agricultural-education teacher educator programs According to the 2015 Arkansas Educator Preparation Performance Report, the number of individuals enrolled in teacher education programs was low, with 36.6% fewer teachers enrolled in traditional or alternative teaching programs (ADE, 2016b; 2017a), and the number of teachers hired by Arkansas public schools lower than the number produced each year (ADE, 2017a) Teaching is a noble profession, service-oriented, and can mold the future generation; however, this task can be demanding and stressful especially for first-year teachers (Spilt, et al., 2011) Therefore, teachers need to understand the best way to carry out teaching and learning and at the same time have skills to an effective job (Azeem, 2011) For many years, education has emphasized the need for effective teachers to ensure the academic success of any given institution (Hightower, et al., 2011) Teacher effectiveness plays an important role in the teaching-learning process Effective teachers have good classroom control, are fair when dealing with students, and can motivate learners to love learning (Habib, 2017) First-year school-based agricultural education (SBAE) teachers undergo stressful moments trying to successfully incorporate the total agricultural program model into classroom teaching (Stair, et al., 2012) As a result, the retention of beginning teachers is not only a continuing problem in the United States but also worldwide (Dee & Goldhaber, 2017) Wilson, et al (2002) argued that experienced and newly certified teachers alike see clinical experiences, like student teaching internship, as a powerful component of teacher preparation Internship programs expose the pre-service teacher to experiences that are critical in the teaching process (Marasigan, 2018) Rock and Levin (2002) stated that student teaching internship is a critical experience toward preparing new teachers to be effective and successful in the classroom The agriculture teacher-education preparation programs comprise of student teaching internship, program planning, and teaching methods courses (Myers & Dyer, 2004) As new teachers face teaching concerns and challenges, Stair et al (2012) reported that teacher-education preparation programs equally face the challenge of equipping pre-service teachers with the skills required for being successful in classroom teaching Myers and Dyer (2004) stated, coursework is an important aspect of teacher preparation programs, but the greater concern is the experiences gained from the coursework Student teaching internships equip teachers with the ability to work in a school and community setting (Kosnik, & Beck, 2003) However, first-year school-based agricultural education (SBAE) teachers are still faced with numerous problems including, “organizing an effective alumni chapter, organizing an effective advisory committee, organizing and planning FFA chapter events and activities, managing student discipline in the classroom, recruiting, and retaining alumni members” (Myers, et al., 2005 p.53) Some researchers have focused on problems experienced by pre-service teachers during student teaching internship (Dias-Lacy, & Guirguis, 2017; Myers, et al., 2005), while other studies have focused on the importance of student teaching programs (Carpenter & Blance, 2007; Myers & Dyer, 2004; Rice & Kitchel, 2015; Stephens, 2011; Torres, et al., 2010) A few other researchers have attributed perceived success during student teaching internship to the beliefs that interns hold (Stripling, 2008), support by mentor teachers (Cherian, 2007), and induction programs (Belanger, 2018) Few studies have determined how various student teaching experiences position first-year SBAE teachers to be successful in their careers This study aimed to reduce the knowledge gap that exists within the literature, and generate new knowledge that could be adopted by policy makers as well as future researchers Statement of the Problem Literature speaks about how student teaching internships prepare student teachers to become future professional teachers While previous research described the qualities of an effective teacher (Roberts & Dyer, 2004; Habib, 2017), many questions still exist about the contributions of student teaching internships on the professional development of first-year SBAE teachers, who historically have been known to wear many hats While student teaching internships are critical in preparing the student teachers to transition into teaching, the discipline’s understanding of how the internship experiences impact the first year of teaching is vague Very few studies have established the link between student teaching internship and its contribution to success in the first year of teaching Purpose of the Study The purpose of this study was to determine the perceived influence of student teaching internship experiences on the perceived success of school-based agricultural education (SBAE) teachers in their first year of teaching Research Questions and Objectives The following research objectives guided the study: What are the demographic characteristics of first-year school-based agricultural education teachers in Arkansas? 76 References Agricultural Education Handbook (2019) University of Arkansas Anhorn, R (2008) The profession that eats its young Delta Kappa Gamma Bulletin, 74(3), 1526 Arkansas Dept of Education (ADE) (2017a) 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(check one) • Associate • Some college • B.S • M.S • Ph.D • Other terminal degrees Q4 What was your major in your undergraduate degree program? ………………………………………………………………………… Q6 Which university did you graduate from your undergraduate degree program? …………………………………………………………………………………………… Q7 How many years were you enrolled in agricultural education as a high school student? (check one) • • • • • Q8 How many years were you an FFA member as a student in high school? (check one) 84 • • • • • Q9 How many years of teaching experience you have completed? • • • • • Other Q 10 How can you describe the area around your high school? • Rural • Sub-urban • Urban 85 Q11 When thinking about FFA duties, please rate in a scale of 1-5, where indicates not capable, slightly capable, moderately capable, capable, and very capable; a) How well you believe your internship prepared you for this task b) How successful you feel you are in your job Assisting students in planning FFA banquets Assisting students in facilitating FFA fundraising activities Supervising students during FFA trips and activities Assisting students in preparing FFA degree applications Assisting students in preparing FFA proficiency applications Utilizing a program advisory board Collaborating with the FFA Alumni chapter Advising FFA Meetings Assisting students in planning FFA chapter activities Assisting students in developing a program of activities Degree of capability to which student teaching internship prepared me How capable I am at completing this in my job 1 5 86 Q12 When thinking about SAE duties, please rate in a scale of 1-5, where indicates not capable, slightly capable, moderately capable, capable, and very capable; a) How well you believe your internship prepared you for this task b) How successful you feel you are in your job Assisting students in receiving recognition for SAE projects Conducting home/SAE visits Making recommendations for students SAE projects Utilizing resources to help students successfully develop their SAE projects Motivating students to have an SAE program Developing SAE opportunities for students Utilizing the community to develop SAE opportunities for students Degree of capability to which student teaching internship prepared me How capable I am at completing this in my job 1 5 87 Q13 When thinking about classroom and lab instruction, please rate in a scale of 1-5, where indicates not capable, slightly capable, moderately capable, capable, and very capable; a) How well you believe your internship prepared you for this task? b) How successful you feel you are in your job? Actively supervising students in classroom projects Using a variety of teaching techniques Providing alternative explanations when students are confused Responding to difficult questions from students during classroom teaching Managing a horticulture lab facilities Managing ag mechanics lab Effectively conducting field trips Teaching students with special needs Utilizing technology in my teaching Creating lesson plans for instruction Conducting informal and formal assessments to determine the accomplishment of learning goals Degree of capability to which student teaching internship prepared me How capable I am at completing this in my job 1 5 88 Teaching students to think critically Motivating students to learn Managing student's behavior Responding consistently to inappropriate behaviors Providing frequent positive feedback for appropriate behavior Communicating effectively with students Providing appropriate challenges for high achieving students Building a positive teacherstudent relationship Q14 For each of the areas below, please indicate how satisfied or dissatisfied are you with the way you feel your internship prepared you Very Dissatisfied FFA SAE Classroom and Lab instruction Being a professional Overall performance as a person Somewhat dissatisfied Neutral Somewhat satisfied Very satisfied 89 Q15 How would you rate your overall level of success as a beginning teacher? • Very poor • Below average • Average • Above average • Excellent Appendix B Interview Guide Good morning/afternoon, [participant] This is [researcher] How are you doing today? You are a teacher at [school], how is your first year of teaching so far? So right now, you are about to participate in an interview about your experiences as a student teacher I will ask you some questions Please answer as best as you can I will ask follow up questions if I need any further elaboration This interview is via zoom but will be recorded You may choose to withdraw anytime and your data will be removed from the final collected data Let’s begin Interview questions Tell me a little bit about your student teaching internship experience? • Talk a little about how it prepared you for teaching What are some pros and cons of student teaching internship? Of what benefits were the internship experiences in your first year of teaching? Have you been successful in your first year of teaching? • In what areas were you successful? • In what areas were you unsuccessful? Are student teaching internship experiences important to the success of first-year agriculture teachers? Thinking about student teaching internship and teaching within your first year, what worked for you? Do you see a connection between what you currently teach and what you learned during your student teaching internship experiences? Are there ways that student teaching internship could adequately prepare teachers for success? Is there anything else about your internship or first year of teaching that you would like to share? 90 Appendix C IRB Approval Page ... handled during student teaching and the first year of teaching Table The capability of handling each of the items in FFA during Student Teaching Internship and the First-year of Teaching FFA Student. .. student teaching and the first year of teaching A moderate relationship (r = 42) existed in perceived success of handling classroom teaching, and the perceived success within the first year of. .. between student teaching internship and its contribution to success in the first year of teaching Purpose of the Study The purpose of this study was to determine the perceived influence of student teaching