Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jessica Van Cleave

Abstract

The purpose of this investigation was to determine if North Carolina high school science and mathematics teachers differ in their STEM teacher self-efficacy, outcome expectancy, and attitudes toward STEM instructional practices. The data collection instrument used in this study was the T-STEM survey. Science and math teachers voluntarily participated in the study and answered Likert-type survey items focusing on STEM teacher self-efficacy, STEM instructional practices, and outcome expectancy. Additionally, study participants answered demographic questions on gender, years of teaching experience, and the type of degree earned. Sub-scores for each survey section were calculated and analyzed with descriptive and inferential statistical methods to determine whether there were statistically significant differences between North Carolina high school science and math teachers’ self-efficacy, attitudes toward STEM instructional practices, and outcome expectancy. North Carolina high school science and math teachers were found to differ in their attitudes toward STEM instructional practices and outcome expectancies. North Carolina high school science teachers participating in this study were more likely to integrate STEM instructional practices than math teachers, and science teachers also had higher outcome expectancies for STEM learning. Based on the outcomes of this study, North Carolina high schools and districts may consider offering STEM content and pedagogical training and encourage interdisciplinary professional learning communities. Additionally, teacher preparation programs at colleges and universities may offer STEM preparation courses to preservice science and math teachers.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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