Investigating Teachers' Attitudes and Behavioral Intentions for the Impending Integration of STEM Education in Primary Schools
Maria Vlasopoulou, Michail Kalogiannakis, Eirini Sifaki
Abstract
The aim of this study was to determine the attitude and behavior intentions of primary school teachers regarding the integration of STEM education in primary school grades, elements that will significantly affect the success of its impending implementation. A mixed methods research design was used, and the study sample consisted of 123 in-service teachers. The results of quantitative data revealed that teachers generally have positive attitude and intentions. In addition, both dependent variables (attitude and behavior intentions) showed a strong positive relationship with teachers' perception of practicality in their teaching practice. Another important factor was gender, where female teachers seem to show more positive attitude and intentions regarding the integration of STEM education in primary schools.