From Graduate Coursework to Classroom Practice: SBAE Teachers’ Beliefs and Intentions to Use Social Science Research

This explanatory sequential mixed methods study examined school-based agricultural education teachers’ behavioral, normative, and control beliefs and their intentions to use social science research concepts after completing a graduate-level course. Grounded in the Theory of Planned Behavior, the quantitative phase used a correlational design to analyze survey responses (n = 10) through descriptive statistics and multiple linear regression. Teachers held favorable behavioral beliefs, finding the concepts beneficial, good, enjoyable, important, and necessary, yet they viewed them as less essential or valuable. Normative beliefs were low to moderate, with influence from colleagues and administrators, while control beliefs were stronger, reflecting autonomy and perceived capability, though uncertainty remained about application. Exploratory regression analysis indicated that behavioral beliefs had the largest observed standardized association with teachers’ intentions. The qualitative phase contextualized these findings through themes of Functionality, where teachers viewed the concepts as relevant and useful, and Tension of Alignment, where teachers negotiated how social science research fit within their teaching philosophies and students’ engagement. Findings suggest that reinforcing perceived value, clarifying practical application, and connecting content to student interest are key to supporting teachers’ intention and long-term use of social science research concepts.