Understanding the Contributions of Self-Efficacy, Agency, and Values to STEM Teacher Leadership in Urban-Like Settings

• In Event: Teachers' Motivation and Motivating Instructional Practices

Abstract

In this exploratory study, we examined what relationships exist between urban teacher identity, self-efficacy and agency, role as a teacher leader, and values in predicting STEM teacher leadership. We first surveyed 52 in-service STEM teachers using a survey we developed (𝜔 = 0.877 and 𝛼 = 0.878). We then analyzed our results using SEM via WarpPLS 8.0. The standardized path values indicated a positive and significant direct relation between urban identity and direct and significant relations between self-efficacy/agency, role, and values with STEM teacher leadership, with all significant path values having a medium effect size. With these findings, we hope to improve the areas of STEM education, STEM teacher training, and STEM teacher leadership development.

Authors

• Justin W. Leonard, Prince George's County Public Schools
  Presenting Author

• Damaries Blondonville-Ford, University of Maryland
  Presenting Author

• Diana Cheng, Towson University
  Non-Presenting Author

• Derrick Grubb, Prince George's County Public Schools
  Presenting Author

• Doug Lombardi, University of Maryland
  Non-Presenting Author

• Xiaoyin Wang, Towson University
  Presenting Author