Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Bruce Boyles

Abstract

STEM education is a critical component of maintaining global competitiveness, underscoring the need to begin it in early childhood. Integrating STEM education requires teachers to move beyond traditional teaching methods toward a transdisciplinary approach. Research has shown that there can be a variety of barriers to integrating STEM into the classroom. This explanatory mixed methods research study investigated elementary school educators' perspectives on implementing a STEM initiative, the fidelity of implementation post-initiative, and the current supports and additional support needed to sustain implementation. To carry out this investigation, a survey was deployed to elementary educators in three elementary schools, and interviews were conducted. The findings from the research were that the overall perception of the STEM initiative was positive. The long-term success of the STEM initiative was driven less by tangible materials than by emotional support. The shift in teacher identity was driven less by professional development and more by firsthand observations of increased student engagement and “controlled chaos” in the classroom. Furthermore, the study concluded that the primary motivator for continued implementation was the “emotional safety net” provided by the leadership. By intentionally implementing instructional trust, peer-led modeling, and collaborative time, schools can create a sustainable culture of innovation and STEM that fosters teamwork and critical thinking for lifelong student success.

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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