Perceptions of STEM education of teachers from Taiwan: Identifying factors influencing commitment to STEM teaching

Jen Yi Wu*, Ying Shao Hsu, Hsin Kai Wu, Kai Lin Yang, Kuen Yi Lin, Yi Fen Yeh

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


In Taiwan, STEM education has become a priority task for the educational authorities concerned. As schools have the autonomy to promote STEM education, teachers in Taiwan have different experiences of teaching STEM education. In this study, Taiwanese primary teachers' perceptions of STEM education goals, teacher self-efficacy, and teacher commitment were investigated based on their academic background and experiences of STEM education. The stratified random sampling method was employed to collect survey data from 842 primary teachers of STEM-related courses (i.e. science, technology, and mathematics) with different academic backgrounds and STEM teaching experience. The results underscored the importance of STEM teaching experience in enhancing teachers' self-efficacy and commitment to STEM education, regardless of their academic background. Moreover, teachers' positive views on STEM education goals, particularly those for 21st-century skills and interdisciplinary problem-solving capabilities, had positive relations to their teaching self-efficacy and commitment. It is indicated that primary teachers in this study valued the power of STEM education in terms of student competency cultivation. The findings could be compared with those of studies conducted in different regions to gain an international perspective.

Original languageEnglish
Title of host publicationCross-disciplinary STEM Learning for Asian Primary Students
Subtitle of host publicationDesign, Practices, and Outcomes
PublisherTaylor and Francis
Number of pages17
ISBN (Electronic)9781000992298
ISBN (Print)9781032201061
Publication statusPublished - 2023 Nov 27

ASJC Scopus subject areas

  • General Social Sciences


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