Modern agricultural careers are increasingly reliant on STEM (science, technology, engineering, and mathematics). It is essential that agricultural educators address such content effectively to better equip the workforce of tomorrow. Yet many secondary agricultural educators express low efficacy levels towards STEM, indicating they do not feel comfortable covering the material in depth, employing interactive learning strategies, assisting struggling students, or encouraging interest in STEM-related careers. In an effort to improve agricultural educator STEM efficacy, this study compared the effect of teacher certification type on personal STEM teaching efficacy.

Participants completed the Teacher Attitudes and Efficacy Towards STEM (T-STEM) Survey developed by the Friday Institute of North Carolina State University. This survey measures STEM teaching efficacy through questions such as “I am continually improving my __ teaching practice,” and “I know the steps necessary to teach __ effectively,” with the name of a STEM discipline placed in the blanks. Respondents also indicated if they were traditionally certified through an accredited postsecondary teacher preparation program or if they were alternatively certified through their state’s Department of Education.

T-test results indicated no significant differences in STEM teaching efficacy in any STEM subject. However, traditionally certified teachers were more efficacious towards science, technology, and engineering, while alternatively certified teachers were more efficacious towards mathematics. Results also indicated respondents, regardless of certification type, were most comfortable teaching science and technology, and least comfortable with mathematics and engineering. These findings agree with prior STEM education research, and may reflect the postsecondary courses required to earn a degree. Prior research shows postsecondary agricultural students complete a high number of science and technology-integrated courses, but very few mathematics and engineering courses. Alternatively certified teachers usually complete more mathematics courses than traditionally certified teachers.