Year: 2025
Type: article
Abstract: Financial, educational and political imperatives have driven the uptake of integrated science, technology, engineering, mathematics (iSTEM) education by many schools. Aiming to increase student interest and achievement, iSTEM education is seen as a vehicle for engaging students in STEM subjects, courses, and careers. However, like many novel educational approaches, its success in schools would likely benefit from leadership support. Research has begun to explore the characteristics of iSTEM teacher leaders, yet there is limited understanding of what factors influence their success/ effectiveness. To provide further insight, the research question explored in this study is: What factors influence the role of middle years iSTEM teacher leaders? This qualitative study investigated the lived experiences of five iSTEM teacher leaders through the thematic analysis of semi-structured interviews. Findings identified a range of enablers and inhibitors influence the role of iSTEM teacher leaders, including individual, school and community factors. From these findings, this paper discusses the importance of several key supports for iSTEM teacher leaders including: (1) senior leadership, (2) assorted dispositions, and (3) varied STEM relationships. These insights provide valuable suggestions for school principals and those designing leadership programs for iSTEM teachers as well as propose ideas for further research.
Authors: Emma Stevenson, Pauline Thompson
Institution: The University of Melbourne
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,090
Funder: University of Melbourne
OpenAlex ID: W4413125853