The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators.
Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.
AcuryT.A., JohnsonT. P., & ScollayS. (1986). Ecological worldview and environmental knowledge. The ‘new environmental paradigm.’Journal of Environmental Education, 17 (4), 35–40.
2.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84 (2), 191–215.
3.
BanduraA. (1986). Social foundations of thought and action.Englewood Cliffs, NJ: Prentice-Hall.
4.
BanduraA. (1997). Self-efficacy: The exercise of control.New York, NY: Freeman.
5.
BanduraA., ReeseL., & AdamsN.E. (1982). Microanalysis of action and fear arousal as a function of differential levels of perceived self-efficacy.Journal of Personality and Social Psychology, 43, 5–21.
6.
BermanP., McLaughlinM., BassG., PaulyE., & ZellmanG. (1977). Federal programs supporting educational change. Vol. VII Factors affecting implementation and continuation (Report No. R-1589/7-HEW) Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
7.
CarrierS.J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy.Journal of Elementary Science Education, 21 (2), 35–48.
8.
CervoneD. (1989). Effects of envisioning future activities on self-efficacy judgments and motivation: An availability heuristic interpretation.Cognitive Therapy and Research, 13, 247–261.
9.
CimenO., GökmenA., AltunsoyS., EkiciG., & YilmazM. (2011). Analysis of biology candidate teachers’ self-efficacy beliefs on environmental education.Procedia Social and Behavioral Sciences, 15, 2549–2553.
10.
EnochsL., & RiggsI. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale.School Science and Mathematics, 90, 694–706.
11.
EwertA., PlaceG., & SibthorpJ. (2005). Early-Life Outdoor Experiences and an Individual's Environmental Attitudes.Leisure Sciences, 27: 225–239.
12.
FinneyS. J., & SchrawG. J. (2003). Self-efficacy beliefs in college statistics courses.Contemporary Educational Psychology, 28, 161–186.
13.
GibsonS., & DemboM. (1984). Teacher efficacy: A construct validation.Journal of Educational Psychology, 76 (4), 569–582.
14.
GlennS. S. (2004). Individual behavior, culture and social change.The Behavior Analyst, 27 (2), 133–151.
15.
GoddardR.D., HoyW.K., & HoyA.W. (2000). Collective teacher efficacy: its meaning, measure and impact on student achievement.American Educational Research Journal, 37 (2), 479–507.
16.
GuskeyT. R., & PassaroP. D. (1994). Teacher efficacy: A study of construct dimensions.American Educational Research Journal, 32, 627–643.
17.
HarrisonM., & BanksS. (2008). An evaluation of a Headwaters Institute watershed seminar.Journal of Interpretation Research, 13 (2), 83–87.
18.
HarrisonM., BanksS., & JamesJ. (2010). An evaluation of the impact of river guide interpretation training on the client's knowledge and interest regarding the environment.Journal of Interpretation Research, 15 (1), 39–43.
19.
LeithwoodK., & JantziD. (2008). Linking leadership to student learning: The role of collective efficacy.Educational Administration Quarterly, 44 (4), 496–528.
20.
MidgleyC. M., FeldlaugerH., & EcclesJ. (1989). Changes in teacher efficacy and student self- and task-related beliefs during the transition to junior high school.Journal of Educational Psychology, 81 (2), 247–58.
21.
MoseleyC., ReinkeK., & BookoutV. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-efficacy and outcome expectancy.Journal of Environmental Education, 34 (1), 9–15.
OliverK., & CronanT. (2002). Predictors of exercise behaviors among fibromyalgia patients.Preventive Medicine, 35 (4), 383–389.
25.
PajaresF. (1997). Current directions in self-efficacy research. In MaehrM., & PintrichP. R. (Eds.). Advances in motivation and achievement. Volume 10, pp. 1–49. Greenwich, CT: JAI Press.
26.
RiggsI., & EnochsL. (1990). Towards the development of an elementary teacher's science teaching efficacy belief instrument.Science Education, 74, 625–637.
27.
RossJ. A. (1992). Teacher efficacy and the effect of coaching on student achievement.Canadian Journal of Education, 17 (1), 51–65.
28.
SiaA. R. (1992). Preservice elementary teachers perceived efficacy in teaching environmental education: a preliminary study. Paper presented at the ECO-E0 North American Association for Environmental Education Conference, Toronto, Canada, October 20, 1992.
29.
StedmanR. C. (2002). Toward a social psychology for place: Predicting behavior from place-based cognitions, attitude and identity.Environment and Behavior, 34, 561–581.
30.
Tschannen-MoranM., & HoyA. (2001). Teacher efficacy: Capturing an elusive construct.Teaching and Teacher Education, 17, 783–805.
31.
WiseJ. (2002). Social cognitive theory: A framework for therapeutic practice.Therapeutic Recreation Journal, 36, 335–351.
32.
WoolfolkA. E., & HoyW. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control.Journal of Educational Psychology, 82, 81–91.
