Administrator and school support for STEM teaching for all: Teacher perspectives

• In Event: AERA Roundtable Session Friday 1:45 pm
  In Roundtable Session: How Teachers Experience and Perceive Principal Leadership

Abstract

Teaching STEM in equitable ways to increasingly diverse students in the United States remains a challenge. School administrators play an important indirect role in supporting STEM instruction in schools, yet little is known about how they do or could support STEM instruction for all students. In this exploratory study, we present findings gathered from 40 STEM teachers about the types of support they receive and would like to receive from their administrators. Additionally the teachers shared perceptions of the characteristics of a STEM school leader who supported learning for all. Qualitative and quantitative surveys were analyzed. Findings suggest teachers felt supported by their leaders, but they lacked peer collaboration time. Teachers painted a complex picture of a desired STEM leader.

Authors

• Doron Zinger, California State University - Dominguez Hills

• Nardos Ghebreab, Beyond100K

• Frederick Freking, University of Southern California