A STUDY OF TEACHERS' PERCEPTIONS OF THE

FACTORS AFFECTING STEM TEACHING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 482-486
Document ID: 2023PEMJ1180
DOI: 10.5281/zenodo.8345044
Manuscript Accepted: 2023-11-9
Psych Educ, 2023, 13: 482-486, Document ID:2023 PEMJ1180, doi:10.5281/zenodo.8345044, ISSN 2822-4353
Research Article

A Study of Teachers' Perceptions of the Factors Affecting STEM Teaching

Marnel M. Bullo*, Jazer B. Leuterio, Karylle L. Atiga, Bobie Y. Reyes, Joshua Miguel L. Veloso
Jullian C. Dalimocon, Angel Kehm O. Dayday, Kyle G. Bersales, Jhan Cloyd C. Inhog
Alyana Jade P. Dagohoy, Charissa T. Son, Jenlyn C. Orcales
For affiliations and correspondence, see the last page.
Abstract
The study aimed to explore the perceptions of Cataingan National High School STEM (Science,
Technology, Engineering, and Mathematics) teachers on STEM teaching and the factors influencing
them. Drawing on qualitative methodologies, the study gathered data from fourteen (14) STEM
teachers. The researchers conducted in-depth interviews, analyzed the responses thematically, and
derived theoretical insights from the findings. The study revealed that teachers believed that students
in the STEM class were intelligent and expected high standards, leading to their perspective of being
prepared and projecting authority while teaching. The teachers emphasized the importance of being
well-prepared in teaching STEM subjects, attributing this need to the perception that STEM students
are particularly bright. Factors such as limited resources, inadequate facilities, and insufficient
learning materials were identified as challenges affecting the teaching, impacting their teaching
effectiveness and delivery of lessons. The findings align with various theories, such as the
Preparedness and Readiness Theory, the Triad of Teacher Confidence, Student Engagement, and
Resource Accessibility in STEM teaching, and The Triple Nexus of STEM Teaching Excellence
Theory. It is recommended that STEM teachers should focus on enhancing their teaching strategies
to effectively engage students, and policy makers, educational stakeholders, and educational leaders
should address the identified challenges by providing better learning materials and improving
facilities to create a conducive learning environment for both teachers and students.

Keywords: STEM teaching, Perceptions of STEM teachers, Factors affecting STEM teaching, Theories
of STEM teaching
Introduction
Teachers impart the power of education, offering the
youth the opportunity for a better future. Achieving
educational change gradually relies on the execution
and caliber of teachers. Employing high-quality
educators is crucial to attain an excellent educational
system (Bell, 2016). Teachers, as principal characters,
contribute to students' growth and hold specific
perceptions and personal experiences that influence
their teaching in STEM classes. Benefits of higher
education encompass higher productivity, economic
growth, societal advantages, environmental benefits,
and ultimately an enhancement in overall quality of
life. Besides teacher educators, other stakeholders such
as students, teachers, and policymakers have expressed
a lack of clarity regarding the nature and
conceptualization of STEM education (Bruce-Davis
et.al., 2014).
In recent years, teachers in Science, Technology,
Engineering, and Mathematics (STEM) have played
an integral role in students' lives. Cataingan National
High School is renowned for its STEM program,
offering quality education to students interested in
these subjects. Over the past years, Senior High
School teachers have participated in several capacity-
building trainings and seminars to equip themselves
Bullo et al.
with necessary content and pedagogical skills.
These initiatives are outlined in DepEd Memorandum
No. 105, s. 2016, Senior High School Training of
Teachers for K to 12 Basic Education Program, and
DepEd Order No. 35, s. 2016, The Learning Action
Cell as a K to 12 Basic Education Program School-
Based Continuing Professional Development Strategy
for the Improvement of Teaching and Learning. To
ensure students receive the best possible education,
dedicated STEM teachers consistently strive behind
the scenes to make the program successful. This
prompted the researchers to conceive the idea of a
study that would elicit STEM teachers' perceptions of
their teaching careers using qualitative methodologies.
STEM industries are in a state of continuous growth
and change. The said strand has advancements in its
subjects. Consequently, STEM class teachers need to
adopt creative and adaptable approaches to their
teaching styles. Teachers from the Senior High
Department are experiencing difficulties in educating
students. They have devised new learning strategies as
an individualized approach to organize and utilize a
specific set of skills to enhance content absorption and
task completion efficiency, both within school and
non-academic settings (Darling-Hammond, 2017).
Novel teaching and learning methods have arisen from
STEM, leading to greater integration of subjects. This
study undertakes the exploration and discovery of
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Research Article
perceptions among Cataingan National High School
STEM teachers regarding the factors affecting
their teaching.
The study examined STEM teachers' perspectives and
experiences on factors affecting their STEM teaching
Research Questions
This study sought to discover the perception of CNHS
STEM teachers regarding their teaching and to
understand the factors that affected them. Specifically,
it answered the following questions:
1. What are the perceptions of Cataingan National
High School teachers on their STEM teaching?
2. What are the factors that affect their teaching?
3. Based from the result of the study, what theory can
be proposed about the teaching of STEM teachers?
Methodology
Research Design
The study utilized a grounded theory research design
using qualitative research to gather the needed
information. This type of research design investigated
the perceptions of STEM teachers regarding their
teaching to attain a deeper insight into the reasons
behind their perspectives. The researchers interpreted
the respondents' perceptions and factors that affected
them to derive a theory from the study.
Respondents
The study involved fourteen (14) respondents, all of
whom were STEM teachers who were teaching or
handling STEM subjects in Cataingan National High
School for both Grade 11 and Grade 12 year levels.
Research Instrument
The researchers utilized questionnaires and in-depth
interview to gather the data needed for the study. The
research instrument to be employed is qualitative. The
participants were formally informed of the
methodology prior to the in-depth interview and were
introduced to the ethical considerations in conducting
research.
Data Analysis
After gathering the essential data from the participants,
the researchers utilized thematic analysis to thoroughly
Bullo et al.
analyze qualitative data and recognize patterns in the
meaning of data to find themes. This approach helped
analyze data leading to grounded theory formulated
out of the themes generated. Grounded theory is a
qualitative research methodology that uses a
systematic, inductive approach to generate theory from
data. The theory is grounded in the data, meaning that
it is developed from the actual experiences of the
participants in the study (Charmaz, K., 2006).
Results and Discussion
How long have you been teaching STEM? If so,
what are the difficulties you have encountered in
teaching STEM and how did you overcome them?
Basically, when asked how long they have been
teaching STEM and the difficulties they have
encountered, three themes emerged. These are
teacher’s lack of confidence, engagement and
motivation and access to resources. The teachers lack
of confidence in teaching STEM responded majority
of them since most of them may not feel confident
teaching STEM subjects, either because they did not
have a strong background in STEM themselves or
because they are not comfortable with the hands-on
activities that are often required in STEM instruction.
A sample response is as follow:
“I have been teaching for 4 years now. As a STEM
teacher, I can definitely relate to the challenges I have
encountered. First, the lack of confidence in teaching
STEM can be a major barrier for teachers. I myself
struggled with this when I first started teaching STEM.
I didn't have a strong background in STEM, and I was
worried that I wouldn't be able to teach the material
effectively. Second, being motivated and engaged can
also be a challenge for STEM teachers. STEM subjects
can be challenging and abstract, which can make it
difficult to keep students engaged and motivated. I
have found that using h and s- on activities,
incorporating real-world applications, and working
with students to identify their own interests in STEM
are all helpful strategies for keeping students
motivated. Lastly, the lack of access to resources is
another challenge that STEM teachers face. There are
needed equipment or laboratory materials that are not
available, so I personally find solutions by looking for
resources using my own money”
To supplement this finding, the challenge of lack of
confidence in teaching is often exacerbated by teachers
who lack a strong background in STEM. This is in line
with the findings of Akiha et. al. (2017), who
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Research Article
emphasized the importance of teacher content
knowledge and its impact on instructional
effectiveness in STEM classrooms. Moreover, self-
efficacy, or teachers' beliefs in their own capabilities,
has been identified as a significant factor in shaping
instructional practices and student outcomes in STEM
education (Britner et al., 2006). Moreover, maintaining
student engagement and motivation in STEM subjects
can be challenging due to the complex and sometimes
abstract nature of these subjects. However, utilizing
active learning strategies, such as hands-on activities
and real-world applications, has been shown to
effectively enhance student engagement in STEM
classrooms (Freeman et al., 2014). Additionally, the
availability of resources, including laboratory
equipment and teaching materials, can significantly
impact the quality of STEM education. The lack of
these resources can hinder the hands-on and
experiential learning that is often crucial for
understanding STEM concepts. Research by Darling-
Hammond (2017) highlighted the importance of
adequate funding and resource allocation in creating
effective STEM learning environments. In cases where
resources are scarce, creative solutions such as
educators sourcing materials with their own funds can
bridge the gap to some extent.
What is your perspective on STEM teaching and
how does it affect your way of teaching?
When asked about this question, three themes
emerged: the importance of STEM education, the role
of the STEM teacher, and the challenges and future of
STEM teaching. The respondents believed that STEM
education, aside from developing students' critical
thinking and problem-solving skills, is also essential to
prepare them to be future-ready. In order to do this,
STEM teachers should make their teaching relevant,
be creative and innovative, create a positive learning
environment, and be prepared to use technologies in
teaching. A sample of the responses:
“As a STEM teacher, I am forced to be more prepared
in my teaching strategies because STEM is a complex
and challenging subject. I have to ensure that my
classroom is ready, my lessons and teaching strategies
are relevant to engage students in more skills and
knowledge, and that I have all the necessary resources.
This is often challenging because not all resources or
learning materials are available. Additionally, I may
have to teach complex lessons even if they are not in
my field of specialization, which requires me to study
and prepare extensively.”
“I think teaching STEM is a tough job, especially
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when you are teaching a very smart student or section.
They expect a lot from you as a teacher, so you have to
manage their expectations and prepare well. You also
have to be creative and innovative in your teaching by
using technological tools. However, the lack of
electricity can be a problem, as the supply is not
always sufficient.”
These responses were supported in the study
conducted by Freeman et.al. (2014) that STEM
education is crucial in developing students' critical
thinking and problem-solving skills while also
preparing them for future job demands. STEM
teachers play a pivotal role in creating a future-ready
learning environment by making their teaching
relevant, fostering creativity and innovation,
cultivating a positive classroom atmosphere, and
effectively integrating technology.
What are the factors that affect your STEM
teaching, and how did they affect it?
However, when asked about the factors that affect
their STEM teaching and how they affected it, three
themes emerged: professional development
opportunities, workload and time management, and
supportive school environment. These are the
following sample responses:
“I understand that as a STEM teacher, we have to
provide quality teaching to our learners. However, one
factor that hinders us from performing better is the
facilities that we have. It is evident that we still do not
have access to electricity. We cannot utilize digital
instructional materials, so we are teaching in the
traditional way. Engaging learners in a better teaching
and learning process is not evident at this time. Aside
from that, we are overloaded with subjects to handle,
and we are teaching subjects that are not in our field of
specialization. This is why we compromise our time
and have a hard time managing it.”
“The number one factor is the classroom. If you don't
have enough equipment for teaching, it will diminish
the effectiveness of your teaching. It is important to
have a smart TV, electricity, and other essential
equipment. Professional development is also important
for us to learn and enhance our teaching. Honestly, in
my four years here, I was only sent to a training
once.”The responses indicate that a supportive
learning environment at school can help to alleviate
the strain and stress caused by the demanding nature of
STEM education. Teachers are more likely to be
satisfied with their jobs and remain committed to
providing high-quality STEM education if they are
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given the support and resources they need to improve
their teaching methods (Al Salami et al., 2017).
Professional development opportunities allow
educators to improve their teaching strategies and stay
up-to-date on industry changes. Effective workload
management and time allocation are essential for
maintaining instructional quality while also meeting
administrative requirements. Finally, a positive school
climate encourages teacher collaboration, risk-taking,
and overall job satisfaction.
Conclusion
Based on the qualitative results of the study the
following conclusion were drawn: (1) The importance
of STEM teaching, the role of the STEM teacher, and
the challenges and future of STEM teaching were the
three themes that emerged from the responses. The
respondents believed that STEM education is essential
to develop students' critical thinking and problem-
solving skills, and to prepare them to be future-ready.
They also believed that STEM teachers play a pivotal
role in this by making their teaching relevant, creative
and innovative, and by creating a positive learning
environment. (2) Three themes emerged in the factors
that affect STEM teaching and how they affected it.
These are: professional development opportunities,
workload and time management, and supportive
school environment. (3) Three theories were
formulated based from the findings of the study. These
are: preparedness and readiness theory, triad of teacher
confidence, student engagement, and resource
accessibility in STEM teaching , and the triple nexus
of STEM teaching excellence theory.
Based on the findings and conclusion presented, the
following recommendations are suggested: (1) To
make STEM learning more engaging and relevant for
students, encourage STEM teachers to use hands-on
activities and project-based learning, and provide
students with access to STEM resources and a STEM-
rich school environment. (2) To improve STEM
teaching, schools should provide STEM teachers with
professional development opportunities, reduce their
workload, and create a supportive school environment.
(3) To improve STEM teaching, schools should focus
on developing STEM teachers' preparedness and
readiness, increasing student engagement, and
ensuring resource accessibility. It is also recommended
to educational stakeholders, educational leaders, and
policy makers to consider the generated theories, such
as the preparedness and readiness theory, the triad of
teacher confidence, student engagement, and resource
accessibility in STEM teaching, and the triple nexus of
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STEM teaching excellence theory, in their policy
making and implementation.
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Affiliations and Corresponding Information

Dr. Marnel M. Bullo

Cataingan National High School
Department of Education - Philippines
Jazer B. Leuterio
Cataingan National High School
Department of Education – Philippines
Karylle L. Atiga
Cataingan National High School
Department of Education – Philippines
Bobie Y. Reyes
Cataingan National High School
Department of Education – Philippines
Joshua Miguel L. Veloso
Cataingan National High School
Department of Education – Philippines
Jullian C. Dalimocon
Cataingan National High School
Department of Education – Philippines
Angel Kehm O. Dayday
Cataingan National High School
Department of Education – Philippines
Kyle G. Bersales
Cataingan National High School
Department of Education – Philippines
Jhan Cloyd C. Inhog
Cataingan National High School
Department of Education – Philippines
Alyana Jade P. Dagohoy
Cataingan National High School
Department of Education – Philippines
Charissa T. Son
Cataingan National High School
Department of Education – Philippines
Jenlyn C. Orcales
Cataingan National High School
Department of Education - Philippines

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