A Head Start on STEM: Investigating the Relationship of Teacher Knowledge and Self-Efficacy

Abstract

Research substantiates that providing high-quality STEM experiences at an early age is important for young children to become college and career ready (Moore et al, 2016). However, not all early childhood educators (ECE) feel knowledgeable and/or confident in supporting STEM instruction. How ECE’s feel, think, and motivate themselves is often influenced by their self-efficacy beliefs. Individuals with strong self-efficacy tend to commit to goals that challenge their current capabilities (Bandura, 1993). Therefore, ECE’s may be more inclined to implement STEM activities if they feel knowledgeable and confident. Professional development (PD) when connected with formative feedback, often leads to increased self-confidence (Blonder & Vescio, 2022). This current study explored how purposefully designed PD opportunities impacted ECE’ self-efficacies and perceptions of STEM instruction, using a mix-methods design with Head Start preschool educators. The findings suggested a significant increase in participants’ self-efficacies for supporting preschool-aged children’s STEM instruction