Staying Power in STEM Teaching: A Mixed-Methods Study of Elementary Teachers' Self-Efficacy, Burnout, and Barriers to Sustaining STEM Instruction
Year: 2026
Type: article
Study design: Observational Study
Abstract: This mixed-methods descriptive study examined in-service elementary STEM teachers about their experience in their roles, preparation, stressors, and supports, with particular attention to teacher self-efficacy, burnout risk, and workplace attrition pressures. Using Bandura’s Social Cognitive Theory, we explored the four sources of self-efficacy as mediators that influence teacher resilience and sustainability in STEM teaching roles. Eleven teachers completed a well-established and validated questionnaire (T-STEM) using Likert-scale efficacy items and reported on classroom practices through open-ended reflections. Reliability of scale and subscales were calculated using Cronbach’s alpha. Quantitative data were summarized by subscale means and a composite self-efficacy score. Qualitative data were thematically analyzed for first-order barriers (time, materials, support) and burnout cues. Composite self-efficacy was moderate (M = 3.52/5). Teachers expressed confidence in continuing to make improvements in their STEM teaching (M≈4.0) and in welcoming questions from their students (M≈3.78), but uncertainty existed about, “knowing the steps to teach STEM” (M≈3.4) and “explaining why investigations work” 18 — Phoenix Scholar™
Source: Phoenix Scholar
DOI: 10.64657/wgac4672
Institution: University of Phoenix
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7208750352