Transformative or Transactional? Student Behaviour in STEM subjects

Abstract

Student engagement in STEM disciplines has garnered considerable attention due to its critical role in driving academic success, innovation, and retention. However, the complexity of engagement in STEM subjects, characterised by rigorous curricula and performance-oriented environments, necessitates a deeper understanding of student behaviour. Transformative and transactional models, whilst extensively studied in leadership contexts, offer valuable frameworks for analysing these behaviours in educational settings