Istanbul University (TURKEY)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Page: 5105 (abstract only)
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2299
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
The key aspects of the Science, Technology, Engineering, and Mathematics (STEM) Education are related to the effective leadership at the high schools in order to empower the entire school. Therefore, in the 21st century, most of the school administrations are developing integrated and advanced programs and infrastructures by improving engaged leadership in STEM education. In this way, the STEM education, particularly in high schools, can be excellent with the help of the active roles of the principals, teachers, administrators, and other stakeholders. They can manage to enable each student’s achievement in exceptional STEM education.

In order to analyze the effects of the leadership model of the high schools’ principals as well as the teachers for STEM education, the well-rounded research had been conducted. The data were collected not only through interviews with the principals (n=4), the teachers (n=14), and the students (n=21), but also through using the STEM Assessment and Leadership Assessment given to target groups-the principals (n=14), the teachers (n=67), and the students (n=221). Additionally, the extracurricular activities, lab studies, and classroom atmosphere had been observed in order to check the quality of STEM education and the attitudes and behaviors of the principals and the teachers. The quantitative data had been systematically analyzed by using SPSS, and the classified qualitative data had been critically analyzed by using NVivo.

The quantitative data collected through the STEM Assessment and the Leadership assessment, the principals and the teachers were not ready for STEM education in terms of the participants’ talents, skills, aptitudes, potentials, performance capacities, strengths, opportunities, treats, and weaknesses. The Leadership Assessments showed that even though the principals and the teachers were ready in terms of physical, emotional, and intellectual perspectives, they were not ready in terms of technological and cultural aspects. Furthermore, the data collected from the students showed that even the students’ awareness was low regarding to the STEM education.

The qualitative data had showed that the innovative ecosystems for STEM education were not qualified. The principals and the teachers did not know how they could improve their knowledge in STEM. As they clarified that the resources were not sufficient. The collaboration with other institutions was limited. They strongly believed that the active curricula were needed. Additionally, they critically mentioned about the need analysis and training opportunities to improve seriously their capabilities in STEM education in high schools.

In conclusion, the results clarified that the new curricula were needed for STEM education in high schools. In that sense, STEM teachers could be chosen as the leaders at the high schools in which the principals could coordinate the leadership to develop STEM ecosystems.
Education Management, Administration, Leadership, STEM Education, Assessment of STEM