Abstract:

The roles of the teachers’ professionalism and self-efficacy have strategically increased on Science, Technology, Engineering, and Mathematics (STEM) education since the curriculum of the STEM education is much more sophisticated. For that reason, to improve STEM education, many high schools, particularly those of the well-organized ones, encourage the teachers’ professionalism and self-efficacy. Although there are previous studies examined the teachers’ professionalism and self-efficacy, the relationship between teachers’ professionalism and self-efficacy and the success of the STEM education has not be critically analyzed yet. Indeed, to be successful in STEM education, the engagements of the teachers are systematically important.

In this research, the effects of the teachers’ professionalism and self-efficacy on the STEM education have been analyzed through the quantitative and qualitative research methods in two different high schools. To analyze the relationship, the participants take first the Teachers’ Professionalism Scale and Self-Efficacy Scale as pretests. Then, a-three-week intensive training has given about the achievement in the STEM education. After the training about the STEM education, the post-tests are given to compare the differences. Additionally, the two different semester grades of the STEM courses are taken to clarify whether there is any difference in the grades STEM courses or not. Furthermore, the focus group has been conducted to analyze deeply the perceptions of the teachers about the STEM education. The collected data of the quantitative research are analyzed by using SPSS. The collected data of the qualitative data, however, are analyzed by using NVivo.

The result of the quantitative data shows that the training program about the STEM education has critically affected the level of the professionalism and the self-efficacy of the teachers. Those who have more professionalism and self-efficacy in the pre-tests have better results in the post-tests since they are coming from more structural high school than that of the of the other group. The students’ have better grades in STEM courses after the training about the STEM education. Furthermore, there is a strong relationship between the teachers’ professionalism and self-efficacy. The same kind of the correlation is observed between the teachers’ professionalism and the success in the STEM courses. Moreover, the relationship between the teachers’ self-efficacy and the success in the STEM courses is also positive. In other words, when the teachers’ professionalism and self-efficacy have increased, the success in STEM courses has markedly improved.

The qualitative data, on the other hand, shows clearly that the teachers are much happier and more relaxed when the school has a well-developed organization. The professionalism of the teachers depends on the leadership style of the school as well as the supportive systems about the STEM education. The large number of the teachers who are empowered by the school administration takes risks to be successful in the STEM education. In addition, the participants critically reflect that they need well-organized information systems and materials, including labs in their high schools where the STEM education has been chosen as the main curriculum.

Keywords:

Teachers’ Professionalism, Teachers' Self-Efficacy, STEM Education, School Leadership, School Administration.