Identity and experience matter: Differences between secondary STEM teachers’ self-efficacy and commitment in integrated STEM teaching activities

This study used a person-centered approach to examine secondary STEM teachers’ beliefs and experiences in integrated STEM (Science, Technology, Engineering, and Mathematics) education. It aimed to identify distinct profiles of teachers based on their self-efficacy and commitment as designers, implementers, and disseminators of STEM activities and explore how these profiles relate to teaching subjects and experience. A survey of 629 Taiwanese teachers was analyzed using latent profile analysis and multinomial logistic regression. Three groups emerged, representing low, moderate, and high self-efficacy and commitment. For the three identities, different trends in self-efficacy and commitment of the low- and high-level groups were found. Additionally, mathematics teachers were more likely to fall into the low self-efficacy group, and teachers without integrated STEM experience tended to have lower self-efficacy and commitment. The results highlight variations in STEM teachers’ identities and suggest the need for targeted professional development, particularly for mathematics educators.