STEM teacher leadership

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Christy Ann Bailey (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: The purpose of this qualitative study was to examine the experiences and practices of STEM teacher leaders in elementary schools. The characteristics of the STEM teacher leaders were studied under the Teacher Leader Model Standards (2011) framework. The Teacher Leader Model Standards included: fostering collaborative culture, assessments, professional development, improving instruction, usage of data, community and family collaboration, and advocacy. STEM teacher leader participants shared their rich experiences in each of the aforementioned leadership components. The practices of STEM teacher leaders were explored by the pedagogies with which they teach STEM: reflection, real-world, hands-on, collaboration, creativity, and inquiry. Study findings included: 1. STEM teacher leaders exhibit an affinity to STEM related subjects, experiences, or important figures in their lives who exemplified STEM teaching and learning. 2. STEM teacher leaders use integrated STEM pedagogies. 3. STEM teachers function as school leaders by modeling innovation through STEM. 4. STEM teacher leaders face challenges and barriers that limit their implementation of STEM approaches. Keywords: STEM, STEM pedagogies, STEM challenges, teacher leadership

Additional Information

Language: English
Date: 2020
STEM, STEM pedagogies, STEM challenges, Teacher leadership
Educational leadership
Inquiry-based learning
Project method in teaching

Email this document to