Investigating how secondary agriculture teachers' characteristics influence their perceived ability to teach students decision-making skills.

This study sought to investigate how secondary agriculture teachers' characteristics influence their perceived ability to teach students decision-making skills. We used a cross-sectional survey research design and distributed the instrument to secondary agriculture teachers in the U.S. via Facebook. We received 151 usable responses and conducted a multiple regression and mediation analysis. The regression model accounted for 34.97% of the variance in teachers' perceived ability to teach decision-making skills and explained a statistically significant amount of variation in the outcome (F(16, 129) = 4.34, p < 0.001). Teaching efficacy, teaching style, decision-making beliefs, and years of service statistically and significantly influenced the outcome. In addition, 29.35% of the total effect of decision-making beliefs on perceived ability to teach decision-making is mediated through teaching efficacy. Findings can inform the development of workshops and educational resources intended to improve agriculture teachers' perceived ability to teach students decision-making skills, thereby enhancing their ability to teach students how to make decisions. Teachers' psychological and socio-demographic characteristics statistically and significantly influence their perceived ability to teach students decision-making skills. The regression model was the first of its kind to investigate the influence of teacher characteristics on this particular outcome. Therefore, results provide novel but preliminary insight into teachers' perceptions. [ABSTRACT FROM AUTHOR]