Efficacy breeds confidence. Ethics is self-effacing. Values are a culmination of the ability to follow and/or lead.

1. Trades and Industrial Education:
The Relationship between Pre-Service
Teacher Self-Efficacy and Alternatively
Certified Teacher Licensure
John Anthony DePace
Old Dominion University

2. I. Introduction
III. Methods
II. Literature Review
IV. Scholarly Significance

3. Introduction
• Background
• Theoretical Perspective
• Problem Statement
• Research Question

4. Background
• Smith-Hughes Act of 1917
- Licensure based on trades being taught
• 1936 – Shift in Philosophy
- Advocates of 4-year degree (only a few)
• 1993 – Smith-Hughes Tradition Prevails
- 1936-shift never realized, until…
• 1996 – Oklahoma Public Schools
- Four-year degree now required

5. Theoretical Perspective
• Efficacy in general terms
• Psychological perspective
-alternatively-trained, trades and
industrial licensure candidates, versus
traditionally educated

6. Theoretical Perspective
o Gauging potential success
• Performance
•Potential failure-related
efficacy expectations

7. Problem Statement
Demand for T&I program completers is
increasing, but the process for becoming
certified as a T&I teacher is becoming more
difficult.

8. Research Question
Can replicated performance accomplishments
be employed in a modeling environment to
improve measures of teacher self-efficacy in
alternatively certified T&I teachers?

9. Literature Review
• Conceptual Framework
• Rationale

10. Conceptual Framework
• Bandura (1977)
• Bandura (1986)

11. Rationale
•Olson (1993)
•Kotoramju (2011)

12. Rationale
• Carnevale, Smith, Stone,
Kotoramju, Steuernagel, & Green
(2011)

13. Rationale
• Sternberg, Kaufman, and
Grigorenko (2008)

14. • Hagiwara, Maulucci, and
Ramos (2011)
Rationale

15. • Quantitative
• Quasi-experimental design
• Treatment condition
• Control group
-to see if replicated performance accomplishments can be
employed in a modeling environment to improve measures of
teacher self-efficacy in alternatively certified T&I teachers.
Design

16. Measures
• Tschannen-Moran, Woolfolk, and Hoy’s (2001), teacher self-
efficacy scale (long form) AKA – The TSES
• Based on three areas (3 DVs)
– student engagement (8 questions)
– instructional strategies (8 questions)
– efficacy in classroom management (8 questions)
• Higher means - higher efficacy
• Psychometric values between 1 and 9 (Lickert)
• Ordinal data

17. Participants
•Pre-service trades and industrial teachers
•Alternative track to licensure
•Convenience sample
•“Snowball” sampling strategy
-to elicit a response in a TSES and/or participation in a web-based, computer-
modeled environment as per Bandura (1986).

18. Procedure
•Invitations emailed
• Link to the TSES sent
•Half receive a second email with a link to a
web- based game (Ten 20 minute-sessions)
• All take b-form TSES following potential
treatment

19. Data Analysis
•t-test for dependent variables
•Compare means (SPSS 21)
•Treatment group versus control group
•Before/After potential treatment
-Data will be collected using the Survey
Monkey interface

20. Limitations
•Replicated participant modeling
•Actual experience
•Transfer of efficacy information
•Authenticity of student-teacher
interactions

21. Scholarly Significance