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RESEARCH PAPER
Deciphering Kyrgyz science and mathematics teachers’ STEM teaching readiness
1
School of Arts and Sciences, University of Central Asia, Naryn, KYRGYZSTAN
2
School of Graduate Studies, Biliran Province State University, Naval, Biliran Province, PHILIPPINES
Online publication date: 2023-10-02
Publication date: 2023-11-01
EURASIA J. Math., Sci Tech. Ed 2023;19(11):em2353
KEYWORDS
ABSTRACT
This study explored the interdependence of knowledge-base in teaching, STEM career awareness, teaching efficacy, attitudes, and STEM teaching readiness. Using a Likert-scale instrument adapted from literature, 367 public high school science and mathematics teachers from Osh and Naryn regions participated in the study. Partial least squares-structural equation modeling using SmartPLS revealed that STEM teaching readiness could be predicted by knowledge-base in teaching and STEM career awareness, and teaching efficacy and attitudes can be predicted by knowledge base in teaching. Teaching efficacy and attitudes did not have a significant direct effect on STEM teaching readiness, nor a mediating effect between knowledge-base in teaching and STEM teaching readiness and between STEM career awareness and STEM teaching readiness. The hypothesized model may inform relevant policy-making bodies and can be used in developing and implementing a locally-relevant and context-specific STEM professional development for science and mathematics teachers.
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