STEM education is a national priority, and more schools are implementing STEM K-12. Elementary teachers are prepared to teach science, mathematics, and technology, but teachers may not feel as prepared to teach engineering. Engineering is a new genre for elementary schools, and it is not typically a content area included in teacher preparation programs. Therefore, teachers may not feel as confident to teach engineering. Teacher self-efficacy is a major variable in student achievement. The purpose of the current study was to determine if there was a statistically significant difference in math and science achievement in grades 3-5 and teacher self-efficacy in engineering. The study revealed mixed results. An Independent-Samples t Test showed a difference in the engineering self-efficacy levels and student achievement in mathematics but not in science. However, the body of research does support the importance of teacher self-efficacy in STEM and preparing students for the 21st century workforce.
|Commitee:||Dugger, Neil, Lee, Sharon, Price, Carolyn|
|School:||Dallas Baptist University|
|Department:||Educational Leadership K-12|
|School Location:||United States -- Texas|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Teacher education|
|Keywords:||Engineering, Math, Science, Stem, Teacher efficacy|
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