Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study
Fayadh Hamed Alanazi, Eman Al-Zahrani
Source abstract
This cross-sectional study examines teachers’ self-reported effectiveness in teaching integrated science, technology, reading, engineering, art, and mathematics (STREAM) in high school education in the Kingdom of Saudi Arabia (KSA), based on a survey of 182 teachers. The respondents included male and female teachers of biology, mathematics, physics, chemistry, and earth sciences in high schools in the KSA. All teachers rated themselves highly in the categories of self-efficacy and enjoyment, which had the strongest correlation with each other among all the studied variables. Teachers’ self-efficacy was found to have a more positive impact on enjoyment, including high feelings of enthusiasm, than on actual competence. Most of the respondents found it difficult to develop the new domains of STREAM, such as the reading and writing skills employed in science classes. It is essential for teachers in the KSA to increase their confidence and awareness of the positive effects of STREAM education on students.
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