Elementary Teachers' Perceptions of Science, Technology, Engineering, and Mathem

Elementary Teachers' Perceptions of Science, Technology, Engineering, and Mathematics Education in K-5 Schools

by Debbie B. Owens

This is a research study to explore how elementary teachers feel about integrating STEM educztion into their classrooms. Although the school district website provided some useful and relevant information about the STEM program, the skill competencies of the K-5 teachers and the challenges they faced in implementing the STEM curriculum was unknown. The researcher conducted a descriptive case study with a sample of 12 elementary teachers purposefully selected from a pool of K-5 teachers from two area schools focused on the teachers' perceptions of STEM education, their competencies, and professional development. Data collection consisted of interviews, document analysis, and field notes. The researcher analyzed data using the qualitative method. Findings from the study suggested that (a) teachers had different perceptions of STEM education based on prior experience, (b) most teachers lacked confidence in their knowledge and abilities to effectively integrate STEM, (c) teachers felt a need for STEM hands-on training and professional development, and (d) teachers did not have enough time, leadership, and proper guidance to integrate STEM effectively. The findings have broad implications for the field of educational technology and future research. The researcher recommends skilled STEM leadership that can drive curriculum development, as well as teacher preparation that supports STEM programs.