Identity and experience matter: Differences between secondary STEM teachers’ self-efficacy and commitment in integrated STEM teaching activities
Kai-Lin Yang 1 , Hsin-Kai Wu 2 3 * , Jen-Yi Wu 2 , Kuen-Yi Lin 4 , Ying-Shao Hsu 2 3
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1 Department of Mathematics, National Taiwan Normal University, TAIWAN2 Graduate Institute of Science Education, National Taiwan Normal University, TAIWAN3 Faculty of Education, University of Johannesburg, TAIWAN4 Department of Technology Application & Human Resource Development, National Taiwan Normal University, TAIWAN* Corresponding Author

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.

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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 21, Issue 4, April 2025, Article No: em2609

https://doi.org/10.29333/ejmste/16082

Publication date: 01 Apr 2025

Online publication date: 05 Mar 2025

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