The need for STEM teacher leadership

Yow, Jan A.; Lotter, Christine; Criswell, Brett

doi:10.1111/ssm.12461

Cited by 10 publications

(2 citation statements)

References 16 publications

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“…School leadership in STEM education could be exerted by the principals as they oversee the students' overall learning progress and environment (Peters-Burton, et al, 2019;Skaalvik, 2020). Leadership in STEM education could also be exercised by teachers (Dong et al, 2020;Wenner, 2017;Yow et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…They have to identify appropriate pedagogical approaches to integrate the disciplinary content despite a lack of consensus on what constitutes good or effective integration (Dong et al, 2020;Nugroho et al, 2019;Sikma & Osborne, 2014). These teachers would also display instructional leadership (Natarajan et al, 2021;Yow et al, 2021), as they mentor and share existing and new pedagogical approaches with others, making them a "master" of specific pedagogical approaches. As such, teachers who are able to create conditions within schools that allow for effective engagement in STEM instruction, planning, collaboration, and community building, may be regarded as STEM instructional leaders (Natarajan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Instructional Leadership of STEM Educators in Thailand

Teo

Faikhamta

Lau

2022

STEM

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This article reports on the survey findings of a study on the STEM leadership of 134 STEM middle school educators (118 teachers and 16 principals) in Thailand who led in STEM curriculum writing and teaching in their schools. The data were analysed using Rasch analysis of three constructs, namely, their views about STEM teaching, STEM capital and self-empowerment to teach STEM lessons. The findings showed that the educators generally responded positively to the three constructs. They thought that STEM should be integrated and could potentially stand alone as an independent discipline. The teachers wished for more resources and had the support of colleagues. The teachers lacked confidence in STEM teaching. Implications for specific areas of support, especially the forming of STEM professional learning communities to support the teachers, are suggested.

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