[insert_php]$usercode = get_the_author_meta(‘usercode’);[/insert_php]
Copy and paste the link below and provide it to your study participants.
Link to T-STEM Survey
Click the link below to download the full dataset. Your participants’ responses will have [insert_php] echo $usercode; [/insert_php] as the value for the ext_ref variable.
This data is either still being integrated or this survey is new and has no data.
Real-time data integration is still in progress for connecting STEM and we are currently uploading new data on a weekly basis.
Please email dpkelly@ncsu.edu for details or the most recent dataset.
We appreciate your patience as we build this website’s functionality.
This data is either still being integrated or this survey is new and has no data.
Real-time data integration is still in progress for connecting STEM and we are currently uploading new data on a weekly basis.
Please email dpkelly@ncsu.edu for details or the most recent dataset.
We appreciate your patience as we build this website’s functionality.
Background
The Teacher Efficacy and Attitudes toward STEM Surveys (T-STEM) contains six scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result). The first scale is called the Personal STEM Teaching Efficacy Belief Scale (PSTEBS) and consists of Likert-scale questions which ask the respondent about their confidence in their teaching skills. The second scale is called the STEM Teaching Outcome Expectancy Scale (STOES) and consists of Likert-scale questions which ask the respondent about the degree to which they believe students’ learning can be impacted by effective teaching. The third scale addresses the frequency of student technology use, while the fourth addresses the frequency of some instructional practices. The fifth scale asks teachers about their attitudes toward 21st-century learning. Final scale items in the survey ask teachers about their attitudes toward teacher leadership and their awareness of STEM careers. References to peer review publications reporting on the development and statistical analysis of these instruments will be posted as they become available. For more information on the psychometric properties, please see this summary of the T-STEM Development And Psychometric Properties analyses and this T-STEM Tips For Using Data.
Appropriate Uses
The T-STEM surveys are intended to measure changes in STEM educators’ confidence and efficacy toward STEM; their attitudes toward 21st-century learning and teacher leadership; the frequency with which they use some instructional practices related to STEM; and the frequency of student technology use. The surveys are available to help program coordinators make decisions about possible improvements to their program.
Data and Reporting
The T-STEM surveys collect perceptive data (what respondents think or feel) from teachers regarding their teaching confidence and efficacy and attitudes, and frequency data regarding the use specific instructional practices and technology in the classroom. Responses are collected through an online system or paper and analyzed at the scale- and item-level. Results reports provide pictures of aggregated participant attitudes and the frequencies with which activities are taking place during STEM instructional time.
Using the T-STEM Survey
The Friday Institute has granted permission to use these instruments for educational, non-commercial purposes only. By using this instrument you agree to allow the Friday Institute to use the data collected for additional validity and reliability analysis.
Recommended citation for this survey:
Friday Institute for Educational Innovation (2012). Teacher Efficacy and Attitudes Toward STEM Survey, Raleigh, NC: Author.