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Identity and experience matter: Differences between secondary STEM teachers’ self-efficacy and commitment in integrated STEM teaching activities

Year: 2025

Type: article

Abstract: This study used a person-centered approach to examine secondary STEM teachers’ beliefs and experiences in integrated STEM (Science, Technology, Engineering, and Mathematics) education. It aimed to identify distinct profiles of teachers based on their self-efficacy and commitment as designers, implementers, and disseminators of STEM activities and explore how these profiles relate to teaching subjects and experience. A survey of 629 Taiwanese teachers was analyzed using latent profile analysis and multinomial logistic regression. Three groups emerged, representing low, moderate, and high self-efficacy and commitment. For the three identities, different trends in self-efficacy and commitment of the low- and high-level groups were found. Additionally, mathematics teachers were more likely to fall into the low self-efficacy group, and teachers without integrated STEM experience tended to have lower self-efficacy and commitment. The results highlight variations in STEM teachers’ identities and suggest the need for targeted professional development, particularly for mathematics educators.

Source: Eurasia Journal of Mathematics Science and Technology Education

DOI: 10.29333/ejmste/16082

Authors: Kai-Lin Yang, Hsin-Kai Wu, Jen-Yi Wu, Kuen-Yi Lin, Ying-Shao Hsu

Institutions: National Taiwan Normal University, University of Johannesburg

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4413948740