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Leading the Way for Better STEM Educ...

Bray, Celina Fayez Fanik,

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Leading the Way for Better STEM Education: Perceived Leadership, Self-Efficacy, and Commitment Among STEM Teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leading the Way for Better STEM Education: Perceived Leadership, Self-Efficacy, and Commitment Among STEM Teachers // Celina Fayez Fanik Bray.
Author:	Bray, Celina Fayez Fanik,
Description:	1 electronic resource (143 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32046807
ISBN:	9798280749191

Leading the Way for Better STEM Education: Perceived Leadership, Self-Efficacy, and Commitment Among STEM Teachers /
Bray, Celina Fayez Fanik,

Leading the Way for Better STEM Education: Perceived Leadership, Self-Efficacy, and Commitment Among STEM Teachers /Celina Fayez Fanik Bray. - 1 electronic resource (143 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

This study investigated the relationships among leadership, self-efficacy, and commitment in STEM high school teachers. Grounded in social cognitive theory (Bandura, 1986) and self-determination Theory (Deci & Ryan, 1985), the study was guided by three hypotheses: (1) STEM teachers perceived leadership is significantly related to self-efficacy; (2) STEM teachers perceived leadership is significantly related to commitment to teaching; and (3) self-efficacy mediates the relationship between STEM teachers perceived leadership and commitment.This study employed a quantitative cross-sectional research approach that specifically used descriptive correlational design to examine possible relationships among perceived leadership, self-efficacy, and commitment in STEM high school teachers using data collected from valid and reliable measures. Data were collected from 63 STEM educators from an urban district through an online survey. Results confirmed all three hypotheses: (1) a significant positive correlation between teacher leadership and self-efficacy, (2) a significant positive correlation between teacher leadership and commitment, and (3) a significant partial mediation of self-efficacy on the relationship between teacher leadership and commitment. These findings underscore the importance of enhancing leadership and self-efficacy among STEM high school teachers to improve professional commitment, student outcomes, and school culture among others.

English

ISBN: 9798280749191Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Mathematics

Leading the Way for Better STEM Education: Perceived Leadership, Self-Efficacy, and Commitment Among STEM Teachers /
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520 $a This study investigated the relationships among leadership, self-efficacy, and commitment in STEM high school teachers. Grounded in social cognitive theory (Bandura, 1986) and self-determination Theory (Deci & Ryan, 1985), the study was guided by three hypotheses: (1) STEM teachers perceived leadership is significantly related to self-efficacy; (2) STEM teachers perceived leadership is significantly related to commitment to teaching; and (3) self-efficacy mediates the relationship between STEM teachers perceived leadership and commitment.This study employed a quantitative cross-sectional research approach that specifically used descriptive correlational design to examine possible relationships among perceived leadership, self-efficacy, and commitment in STEM high school teachers using data collected from valid and reliable measures. Data were collected from 63 STEM educators from an urban district through an online survey. Results confirmed all three hypotheses: (1) a significant positive correlation between teacher leadership and self-efficacy, (2) a significant positive correlation between teacher leadership and commitment, and (3) a significant partial mediation of self-efficacy on the relationship between teacher leadership and commitment. These findings underscore the importance of enhancing leadership and self-efficacy among STEM high school teachers to improve professional commitment, student outcomes, and school culture among others.
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