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Teacher leadership for integrated STEM education: Identifying what effective leaders need to know and do.

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Title: Teacher leadership for integrated STEM education: Identifying what effective leaders need to know and do.
Authors: Stevenson, Emma1 (AUTHOR) emma.stevenson@unimelb.edu.au, Thompson, Pauline1 (AUTHOR)
Source: School Science & Mathematics. Aug2025, Vol. 125 Issue 4, p318-329. 12p.
Subject Terms: *Teacher leadership, *STEM education, *Educational leadership, *Teacher attitudes, Leadership
Abstract: Internationally, science, technology, engineering, mathematics (iSTEM) education continues to flourish in schools, with many now embracing the combined disciplinary assumption suggested by its acronym; integrated STEM (iSTEM) education. Advocated for its potential to increase student interest and achievement in STEM subjects, courses, and careers, leadership in iSTEM education is beneficial for promoting its success in schools. However, there is limited understanding of the characteristics of effective iSTEM teacher leaders. Seeking to provide greater insight into iSTEM teacher leadership, the research question addressed in this study is: What are the characteristics of iSTEM teacher leaders? This qualitative study explored teacher leaders' perceptions of the characteristics valuable for supporting iSTEM education in schools. Data collected involved semi‐structured interviews with five teachers implementing and leading iSTEM education. Findings identify the importance of iSTEM education‐specific characteristics such as disciplinary knowledge and creating iSTEM teaching resources. Differences between leaders revealed the importance of considering contextual needs and capabilities. This paper discusses the identified characteristics and their importance in supporting iSTEM progression in schools, providing valuable insight for school principals and those designing leadership programs for teachers, as well as suggestions for further research. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teacher leadership for integrated STEM education: Identifying what effective leaders need to know and do.
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  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Aug2025, Vol. 125 Issue 4, p318-329. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink>
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  Data: Internationally, science, technology, engineering, mathematics (iSTEM) education continues to flourish in schools, with many now embracing the combined disciplinary assumption suggested by its acronym; integrated STEM (iSTEM) education. Advocated for its potential to increase student interest and achievement in STEM subjects, courses, and careers, leadership in iSTEM education is beneficial for promoting its success in schools. However, there is limited understanding of the characteristics of effective iSTEM teacher leaders. Seeking to provide greater insight into iSTEM teacher leadership, the research question addressed in this study is: What are the characteristics of iSTEM teacher leaders? This qualitative study explored teacher leaders' perceptions of the characteristics valuable for supporting iSTEM education in schools. Data collected involved semi‐structured interviews with five teachers implementing and leading iSTEM education. Findings identify the importance of iSTEM education‐specific characteristics such as disciplinary knowledge and creating iSTEM teaching resources. Differences between leaders revealed the importance of considering contextual needs and capabilities. This paper discusses the identified characteristics and their importance in supporting iSTEM progression in schools, providing valuable insight for school principals and those designing leadership programs for teachers, as well as suggestions for further research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.18322
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        Text: English
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      – SubjectFull: Teacher leadership
        Type: general
      – SubjectFull: STEM education
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      – SubjectFull: Educational leadership
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      – SubjectFull: Teacher attitudes
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              Text: Aug2025
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