Early Childhood Educator Self-Efficacy for Implementing Early Stem childhood teachers

Abstract

Research substantiates that providing high-quality
STEM activities at an early age is important for
young children to become college and career ready
(Moore et al, 2016). However, not all educators are
as knowledgeable and/or confident in supporting
STEM instruction. Research suggests individuals
with strong self-efficacy tend to commit to goals that
challenge their current capabilities (Bandura, 1993).
Therefore, educators may be more inclined to implement
STEM lessons if they feel knowledgeable and
confident. The study used a multiple methods design
including surveys, and self-reflection logs to explore
how intentionally designed professional development
impacted early childhood educators’ self-efficacy in
planning and implementing early STEM activities for
preschool-age children. The findings found a significant
increase from pre-survey to post-survey in early
childhood educators’ self-efficacies for supporting
preschool-age children’s STEM activities.