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

Research substantiates that providing high-qualitySTEM activities at an early age is important foryoung children to become college and career ready(Moore et al, 2016). However, not all educators areas knowledgeable and/or confident in supportingSTEM instruction. Research suggests individualswith strong self-efficacy tend to commit to goals thatchallenge their current capabilities (Bandura, 1993).Therefore, educators may be more inclined to implementSTEM lessons if they feel knowledgeable andconfident. The study used a multiple methods designincluding surveys, and self-reflection logs to explorehow intentionally designed professional developmentimpacted early childhood educators’ self-efficacy inplanning and implementing early STEM activities forpreschool-age children. The findings found a significantincrease from pre-survey to post-survey in earlychildhood educators’ self-efficacies for supportingpreschool-age children’s STEM activities.