Abstract:
Globally, the field of science, technology, engineering, and mathematics (STEM) education continues in educational institutions, driven by the dual need for economic growth, stability arising from innovation as well as twenty- first century skills in contemporary workplaces. While diverse conceptualisations of STEM exist, growing numbers are embracing the concept of integrated STEM (iSTEM) education- an approach that combines two or more disciplines, real- life topics and student- centred pedagogies (e.g., problem-based learning)-, providing students with a comprehensive understanding of their interconnectedness. This approach has gained recognition for its potential to enhance student interest and achievement in STEM subjects, courses, and careers. Effective iSTEM leadership is crucial for its success since it plays a pivotal role in shaping and implementing iSTEM education initiatives in schools. However, there is limited understanding of what makes an iSTEM teacher leader effective.
This qualitative study sought the perspectives of five experienced iSTEM teacher leaders to answer the research question- What are the factors that influence effective iSTEM teacher leadership? Following 30-minute semi-structured interviews with each participant, data analysis involved descriptive coding and categorising to develop themes which represent the key enablers and constraints influencing the role of iSTEM teacher leaders. The findings of this study unveiled a collection of influencing factors, ranging from personal dispositions (e.g., confidence, persistence) and knowledge, school- based influences (e.g., resourcing, access to STEM expertise) and community elements (e.g., availability of iSTEM education professional development). This presentation will discuss the identified factors and their importance in supporting or hindering the role of iSTEM teacher leaders. Understanding these influencing factors and their significance can guide the development and support of iSTEM teacher leaders, ultimately benefiting students and fostering the growth of STEM education in schools.
This qualitative study sought the perspectives of five experienced iSTEM teacher leaders to answer the research question- What are the factors that influence effective iSTEM teacher leadership? Following 30-minute semi-structured interviews with each participant, data analysis involved descriptive coding and categorising to develop themes which represent the key enablers and constraints influencing the role of iSTEM teacher leaders. The findings of this study unveiled a collection of influencing factors, ranging from personal dispositions (e.g., confidence, persistence) and knowledge, school- based influences (e.g., resourcing, access to STEM expertise) and community elements (e.g., availability of iSTEM education professional development). This presentation will discuss the identified factors and their importance in supporting or hindering the role of iSTEM teacher leaders. Understanding these influencing factors and their significance can guide the development and support of iSTEM teacher leaders, ultimately benefiting students and fostering the growth of STEM education in schools.