Deciphering Kyrgyz science and mathematics teachers’ STEM teaching readiness
Ian Phil Canlas 1 2 *
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1 School of Arts and Sciences, University of Central Asia, Naryn, KYRGYZSTAN2 School of Graduate Studies, Biliran Province State University, Naval, Biliran Province, PHILIPPINES* Corresponding Author

Abstract

This study explored the interdependence of knowledge-base in teaching, STEM career awareness, teaching efficacy, attitudes, and STEM teaching readiness. Using a Likert-scale instrument adapted from literature, 367 public high school science and mathematics teachers from Osh and Naryn regions participated in the study. Partial least squares-structural equation modeling using SmartPLS revealed that STEM teaching readiness could be predicted by knowledge-base in teaching and STEM career awareness, and teaching efficacy and attitudes can be predicted by knowledge base in teaching. Teaching efficacy and attitudes did not have a significant direct effect on STEM teaching readiness, nor a mediating effect between knowledge-base in teaching and STEM teaching readiness and between STEM career awareness and STEM teaching readiness. The hypothesized model may inform relevant policy-making bodies and can be used in developing and implementing a locally-relevant and context-specific STEM professional development for science and mathematics teachers.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 11, November 2023, Article No: em2353

https://doi.org/10.29333/ejmste/13748

Publication date: 01 Nov 2023

Online publication date: 02 Oct 2023

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