Abstract

The study examines the advantages of the STEM (Science, Technology, Engineering, and Mathematics) educational approach, including improved academic performance, increased motivation, and heightened interest among students, as well as the development of higher-order thinking skills. These benefits significantly rely on teachers' self-efficacy, their innovative teaching methods, and their positive attitudes towards integrating STEM into their curriculum. By examining 163 teachers familiar with STEM, the research utilized an attitude questionnaire to assess their views on STEM implementation, analyzing variables such as teaching experience and grade level through descriptive statistics, t-tests, and ANOVA. Findings revealed no significant differences based on teaching experience or grade level; however, a statistically significant correlation was found between independent variables, such as self-efficacy and creative teaching skills, and teachers' attitudes towards STEM integration. The study aimed to develop a predictive model for teachers' attitudes regarding STEM implementation, highlighting the influence of self-efficacy and innovative teaching practices. Limitations include a small sample size, which raises concerns about the generalizability of the results, and a narrow focus on specific predictive factors without considering broader influences. Consequently, the study offers valuable insights for educators and policymakers on shaping positive attitudes towards STEM in education.

Keywords

Creative Teaching Skills, Skills, Self-Efficacy, STEM Approach, Teachers’ Perspectives, STEM Education,

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References

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