Secondary School Science Teachers' Attitudes towards STEM Education in Liberia

Autor/inn/en	Hackman, Salomey Tardy; Zhang, Danhui; He, Jingwen
Titel	Secondary School Science Teachers' Attitudes towards STEM Education in Liberia
Quelle	In: International Journal of Science Education, 43 (2021) 2, S.223-246 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hackman, Salomey Tardy) ORCID (He, Jingwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1864837
Schlagwörter	Secondary School Teachers; Science Teachers; Teacher Attitudes; STEM Education; Curriculum Implementation; Public Schools; Private Schools; Instructional Program Divisions; Teacher Administrator Relationship; Teacher Collaboration; Educational Resources; Professional Development; Time Management; Educational Needs; Foreign Countries; Liberia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; STEM; Public school; Öffentliche Schule; Private school; Privatschule; Lehrerkooperation; Bildungsmittel; Zeitmanagement; Educational need; Bildungsbedarf; Ausland
Abstract	Many Liberian teachers have limited experiences and low efficacy for teaching science, technology, engineering, and mathematics (STEM), which results in students receiving little preparation and having low levels of motivation to pursue STEM careers in Liberia. Teacher attitudes are central for efficient teaching STEM. However, little is known about the attitudes of teachers towards STEM education, as well as what factors influence these attitudes among Liberian teachers. This paper describes a novel study on Liberian science teachers' attitudes, and it seeks to elucidate and comprehend the current attitudes toward STEM education among science teachers and identify the factors that might influence these attitudes. A questionnaire was developed to examine attitudes towards STEM education among 194 in-service science teachers and was reinforced by interviews with 10 science teachers. A significant difference was observed between private- and public-school science teachers with respect to their overall attitude scores. A marginally significant difference was found among teachers from different grades. Findings from regression analysis showed that professional and administrative support, peer collaboration, STEM training, and teaching time positively influence science teachers' attitudes towards STEM education. Recommendations regarding how to support these teachers were also provided based on the analysis of interview data. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01