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Understanding the Factors Influencing the Work of Middle Years iSTEM Teacher Leaders

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Title: Understanding the Factors Influencing the Work of Middle Years iSTEM Teacher Leaders
Language: English
Authors: Emma Stevenson (ORCID 0000-0002-4871-9693), Pauline Thompson (ORCID 0000-0003-2258-5962)
Source: International Journal of Science and Mathematics Education. 2025 23(8):3271-3295.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Leadership, STEM Education, Teacher Characteristics, Teacher Effectiveness, Integrated Curriculum, Teaching Experience, Experienced Teachers
DOI: 10.1007/s10763-025-10604-4
ISSN: 1571-0068
1573-1774
Abstract: Financial, educational and political imperatives have driven the uptake of integrated science, technology, engineering, mathematics (iSTEM) education by many schools. Aiming to increase student interest and achievement, iSTEM education is seen as a vehicle for engaging students in STEM subjects, courses, and careers. However, like many novel educational approaches, its success in schools would likely benefit from leadership support. Research has begun to explore the characteristics of iSTEM teacher leaders, yet there is limited understanding of what factors influence their success/ effectiveness. To provide further insight, the research question explored in this study is: What factors influence the role of middle years iSTEM teacher leaders? This qualitative study investigated the lived experiences of five iSTEM teacher leaders through the thematic analysis of semi-structured interviews. Findings identified a range of enablers and inhibitors influence the role of iSTEM teacher leaders, including individual, school and community factors. From these findings, this paper discusses the importance of several key supports for iSTEM teacher leaders including: (1) senior leadership, (2) assorted dispositions, and (3) varied STEM relationships. These insights provide valuable suggestions for school principals and those designing leadership programs for iSTEM teachers as well as propose ideas for further research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501372
Database: ERIC
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  Value: <anid>AN0190589635;[3d0g]01dec.25;2026Jan02.04:32;v2.2.500</anid> <title id="AN0190589635-1">Understanding the Factors Influencing the Work of Middle Years iSTEM Teacher Leaders </title> <p>Financial, educational and political imperatives have driven the uptake of integrated science, technology, engineering, mathematics (iSTEM) education by many schools. Aiming to increase student interest and achievement, iSTEM education is seen as a vehicle for engaging students in STEM subjects, courses, and careers. However, like many novel educational approaches, its success in schools would likely benefit from leadership support. Research has begun to explore the characteristics of iSTEM teacher leaders, yet there is limited understanding of what factors influence their success/ effectiveness. To provide further insight, the research question explored in this study is: What factors influence the role of middle years iSTEM teacher leaders? This qualitative study investigated the lived experiences of five iSTEM teacher leaders through the thematic analysis of semi-structured interviews. Findings identified a range of enablers and inhibitors influence the role of iSTEM teacher leaders, including individual, school and community factors. From these findings, this paper discusses the importance of several key supports for iSTEM teacher leaders including: (<reflink idref="bib1" id="ref1">1</reflink>) senior leadership, (<reflink idref="bib2" id="ref2">2</reflink>) assorted dispositions, and (<reflink idref="bib3" id="ref3">3</reflink>) varied STEM relationships. These insights provide valuable suggestions for school principals and those designing leadership programs for iSTEM teachers as well as propose ideas for further research.</p> <p>Keywords: Integrated STEM education; Integrated STEM teacher education; Integrated STEM professional learning; Teacher/middle leadership; Education Curriculum and Pedagogy Specialist Studies In Education Studies in Human Society Sociology</p> <hd id="AN0190589635-2">Introduction</hd> <p>Financial, educational, political and workforce imperatives have driven the uptake of integrated science, technology, engineering, mathematics (iSTEM) education by many schools, internationally. iSTEM education is often conceptualised as an integrated or interdisciplinary teaching approach which blends two or more of the STEM disciplines, real-life topics and student-centred pedagogies (Kelley & Knowles, [<reflink idref="bib25" id="ref4">25</reflink>]; Moore et al., [<reflink idref="bib37" id="ref5">37</reflink>]). This approach is seen as a vehicle for combatting declining student interest and achievement in STEM subjects, courses and careers. Promoted for its potential to engage students in STEM learning (National Academy of Engineering & National Research Council [NAE & NRC], [<reflink idref="bib39" id="ref6">39</reflink>]), leadership has been recognised as essential for the success of iSTEM education (Geesa et al., [<reflink idref="bib17" id="ref7">17</reflink>]). Research has begun to explore iSTEM teacher leaders, their characteristics and role, however there is limited understanding of the factors which influence their success in schools.</p> <p>Teacher leaders, also known as middle leaders in some countries (e.g., Australia), are classroom teachers who also have a leadership responsibility (Wenner & Campbell, [<reflink idref="bib51" id="ref8">51</reflink>]) such as promoting and organising specific programs (e.g., literacy; music; professional development). Therefore, iSTEM teacher leaders are classroom teachers who also support, sustain and promote iSTEM education in their schools. A scoping review conducted by Wenner and Campbell ([<reflink idref="bib51" id="ref9">51</reflink>]) reports that teacher leaders (TLs) can have a significant impact on their colleagues' professional learning. Yet, the same review notes many TLs do not always receive the necessary support to enable them to enact their role. iSTEM TLs are likely to need support to undertake their leadership role while maintaining their classroom responsibilities. However, there is limited understanding of the nature of this support is, including what it entails, who provides it, and when and how it should be offered. Broader literature on teacher leadership identifies a range of factors which influence their role, yet the novel, integrated and mixed- disciplinary nature of STEM education and limited research of iSTEM teacher leadership, means it is unclear whether similar or different factors are influential and whether they have the same impact on iSTEM teacher leaders. Aiming to provide greater understanding of iSTEM teacher leadership, the question guiding this research is: What factors influence the role of middle years iSTEM teacher leaders? Understanding these factors and their influence will help to identify the support that iSTEM teacher leaders need to undertake their role effectively.</p> <hd id="AN0190589635-3">Literature Review</hd> <p>Integrated STEM (iSTEM) education aims to increase engagement with STEM subjects, courses and careers. Teacher leaders (TLs) have the potential to support such an outcome given their influence on school communities and focus on improving teaching and learning practices (York-Barr & Duke, [<reflink idref="bib53" id="ref10">53</reflink>]). However, TLs need help, such as support from senior leadership, to effectively undertake their role (Smith et al., [<reflink idref="bib44" id="ref11">44</reflink>]). While many of these supports have been identified in broader research on teacher leadership, the nature and varied conceptualisations of iSTEM education mean that there may be specific assistance that iSTEM teacher leaders need. This review explores what is known about the factors influencing TLs more broadly and then discusses the iSTEM education context.</p> <hd id="AN0190589635-4">Teacher Leaders, their Role and Influencing Factors</hd> <p>Teachers are enabled by a broad range of factors such as the resources (i.e., time and professional learning) provided to them at the school level (Dinham, [<reflink idref="bib10" id="ref12">10</reflink>]; King, [<reflink idref="bib27" id="ref13">27</reflink>]) or collaborative partnerships with the broader community (Hands, [<reflink idref="bib20" id="ref14">20</reflink>]; Zeichner et al., [<reflink idref="bib55" id="ref15">55</reflink>]). Teacher leaders are likely to also be supported by these factors but, due to their additional leadership role, will have further needs requiring support. However, De Nobile ([<reflink idref="bib9" id="ref16">9</reflink>]) notes that more research is needed into how teacher leaders are best supported over time. In a recent view of the field, Nguyen et al. ([<reflink idref="bib40" id="ref17">40</reflink>]) reported that there are several factors influencing teacher leadership. These factors fall into five main categories including, school culture, structure, principal leadership, peer relationships, and person specific factors. Previous research has identified the role of senior leadership in influencing the work of middle leaders (Irvine & Brundrett, [<reflink idref="bib24" id="ref18">24</reflink>]; Thompson & Stokes, [<reflink idref="bib47" id="ref19">47</reflink>]). Beyond schools, formal programs such as conferences, professional development (PD), local training programs, and leadership subjects in ITE have demonstrated success in supporting teacher leaders. These programs enable the development of knowledge, skills and dispositions that are valuable for teacher leaders to possess (Beltman et al., [<reflink idref="bib2" id="ref20">2</reflink>]; Szeto & Cheng, [<reflink idref="bib49" id="ref21">49</reflink>]; Wenner & Campbell, [<reflink idref="bib51" id="ref22">51</reflink>]). However, there is much we still do not know about how influencing factors affect TLs working in specific contexts and fields (i.e., iSTEM education).</p> <p>While a wide range of factors influence TLs in general, those leading in specific fields (e.g., mathematics, arts, literacy) likely require specialised knowledge and skills unique to their domains (Lewthwaite, [<reflink idref="bib31" id="ref23">31</reflink>]; Manno & Firestone, [<reflink idref="bib34" id="ref24">34</reflink>]). For example, the provision of time for vertical and collaborative disciplinary planning to support the progressive learning required in mathematics and science education (Lotter et al., [<reflink idref="bib33" id="ref25">33</reflink>]), availability of STEM discipline specific professional learning (Heredia et al., [<reflink idref="bib23" id="ref26">23</reflink>]; Yow et al., [<reflink idref="bib54" id="ref27">54</reflink>]) and resources (Lotter et al., [<reflink idref="bib33" id="ref28">33</reflink>]), and administrator STEM knowledge which affects the support provided to TLs (Criswell et al., [<reflink idref="bib7" id="ref29">7</reflink>]). While valuable to identify, it is unclear whether these factors are influential in the context of iSTEM teacher leadership, whether they have the same or different impact on the role and whether there are additional factors yet to be understood.</p> <hd id="AN0190589635-5">ISTEM Teacher Leaders, their Characteristics, Role and Influences</hd> <p>The role of iSTEM teacher leaders is complex, requiring diverse knowledge and skills. Like other teacher leaders, iSTEM TLs support the uptake, promotion, and teaching and learning in schools through sustained leadership. The highly relational nature of this work is emphasised by Edwards-Groves et al. ([<reflink idref="bib12" id="ref30">12</reflink>]). However, iSTEM teacher leaders require specific STEM and iSTEM knowledge and skills to design context-specific iSTEM education curricula (Stevenson & Thompson, [<reflink idref="bib45" id="ref31">45</reflink>]), provide iSTEM PL, offer informal mentorship (Pynes et al., [<reflink idref="bib41" id="ref32">41</reflink>]; Stevenson & Thompson, [<reflink idref="bib45" id="ref33">45</reflink>]), promote and advocate for iSTEM education with school communities (e.g., parents, teachers, students) (Stevenson & Thompson, [<reflink idref="bib45" id="ref34">45</reflink>]) and develop action plans with local stakeholders for its sustainability (Pynes et al., [<reflink idref="bib41" id="ref35">41</reflink>]). Extending beyond schools, iSTEM TLs share research and practices with the broader community and participate in research with academics and teachers, thus extending their network and reach of ideas (Pynes et al., [<reflink idref="bib41" id="ref36">41</reflink>]). The role of an iSTEM TL is broad-ranging and far-reaching, requiring individuals to possess a diverse set of knowledge, skills, and dispositions. With such complexity inherent in the position, it is likely that iSTEM TLs will face various challenges in fulfilling their responsibilities.</p> <p>While factors inhibiting iSTEM TLs have yet to be explored (Pynes et al., [<reflink idref="bib41" id="ref37">41</reflink>]), there are multiple challenges facing iSTEM education more broadly that are likely to impact on their role. For example, the diverse conceptualisations of iSTEM education (Vasquez et al., [<reflink idref="bib50" id="ref38">50</reflink>]), means that teachers and schools implement iSTEM differently. ISTEM TLs need to adapt to their working context to suit the approaches and needs of their school and its community (Stevenson & Thompson, [<reflink idref="bib45" id="ref39">45</reflink>]). Common teacher challenges include insufficient knowledge of iSTEM education, its implementation and meaningful integration of the STEM disciplines (Yildirim, [<reflink idref="bib52" id="ref40">52</reflink>]), lack of iSTEM teaching resources, availability of PL programs and time for planning and collaboration and managing change in student expectations and attitudes (Shernoff et al., [<reflink idref="bib43" id="ref41">43</reflink>]). These unique challenges arise from the interdisciplinary nature of iSTEM education. As a result, iSTEM TLs need to navigate diverse interpretations of iSTEM, integrate multiple subject areas coherently, and address the specific resource and professional development needs associated with this emerging field. This means that iSTEM teacher leaders need ongoing support to navigate the complexity of their role effectively.</p> <p>While limited, literature on iSTEM education identifies several factors which enable teacher leadership. Broadly speaking, senior leaders (i.e. principals) enable iSTEM teacher leaders by providing resourcing, advocation of iSTEM education as a teaching approach and professional development for knowledge, skill and resource development (Crotty & Roehrig, [<reflink idref="bib8" id="ref42">8</reflink>]). Extending this further, a model by Geiger et al. ([<reflink idref="bib18" id="ref43">18</reflink>]), developed through a research synthesis, highlights several important dimensions of a principal for supporting iSTEM education. While not specifically focused on enabling iSTEM TLs, yet likely to support them, the model illustrates that having knowledge of STEM discipline specific and integrated practices and the needs of their specific school context, an open, confident and flexible disposition, and competence in resource procurement and leading educational change, are valuable characteristics for principals to possess. Beyond senior leadership, Rose et al. ([<reflink idref="bib42" id="ref44">42</reflink>]) discuss the value of iSTEM TLs building partnerships with STEM- based community locations to offer services and experiences for students. Similarly, Kelley and Knowles ([<reflink idref="bib25" id="ref45">25</reflink>]) highlight the importance of iSTEM programs connecting with researchers and professionals. Additionally, Pynes et al. ([<reflink idref="bib41" id="ref46">41</reflink>]) point to the importance of iSTEM TLs having dispositions that are context and task dependent such as being receptive to personal, peer and school growth in the domain of iSTEM education which enables the development of knowledge and skills as well as form policies and programs within schools. Given that collaboration is invaluable for iSTEM education (Berisha & Vula, [<reflink idref="bib3" id="ref47">3</reflink>]), being receptive and flexible seem to be key dispositions for TLs in this field. Collectively, the success of iSTEM teacher leaders seems to hinge on a range of enablers: supportive and knowledgeable senior leadership, community partnerships, and the TLs'own adaptive dispositions—particularly receptivity and flexibility—which foster an environment conducive to iSTEM education.</p> <p>Broader literature on teacher leadership, however, identifies a larger range of influences, suggesting that there are additional factors that affect iSTEM TLs which are yet to be understood. Given the important role that TLs play in promoting and implementing iSTEM education in schools, understanding the factors which enable and inhibit their role is essential for identifying the support they need and from whom, to undertake this role effectively. This study's insights into influencing factors could enhance support for iSTEM TLs and encourage further research and discussion.</p> <hd id="AN0190589635-6">Method</hd> <p></p> <hd id="AN0190589635-7">Study Design and Context</hd> <p>This study aimed to discern factors affecting iSTEM teacher leaders. A qualitative phenomenological approach examined the perceptions and experiences of iSTEM teacher leaders (Braun & Clarke, [<reflink idref="bib4" id="ref48">4</reflink>]) to uncover influential elements and the role they play. Recognising the under researched nature of this topic, it was important to deeply explore the role of iSTEM TLs. While quantitative research could have revealed a broad snapshot of the role, it may not have provided the same breadth and depth of understanding of the nature of iSTEM teacher leadership. The need to understand highlights the appropriateness of a qualitative approach to this study as a means of exploring and making sense of a phenomenon of interest in depth (Creswell & Creswell, [<reflink idref="bib6" id="ref49">6</reflink>]). Aiming to develop understanding of the role of iSTEM teacher leadership, a phenomenological approach, exploring individuals lived experiences (Edmonds & Kennedy, [<reflink idref="bib11" id="ref50">11</reflink>]), revealed the perceptions of those in the role. The research gathered and interpreted individual experiences to comprehend iSTEM teacher leadership.</p> <p>This study was undertaken in one state in southern Australia, where iSTEM education varies in its conceptualisation and implementation in schools. The Australian Curriculum suggests integrated approaches are cross-disciplinary rather than subject-specific (Australian Curriculum, Assessment and Reporting Authority [ACARA], [<reflink idref="bib1" id="ref51">1</reflink>]), leading to diversity in iSTEM practices. Teacher leadership (termed middle leadership in Australia) bridges classroom teachers and higher school administration, yet roles of teacher leaders differ in support and time provided across contexts. Given these variations, this interpretive study embraced the multiple perspectives that could arise (Merriam & Tisdell, [<reflink idref="bib35" id="ref52">35</reflink>]), aiming to identify and comprehend the commonalities and distinct experiences of iSTEM teacher leaders.</p> <hd id="AN0190589635-8">Participants, their Selection and Recruitment</hd> <p>The participants were purposefully selected for their experience. They were science, technology and/or mathematics middle years educators with a teacher leadership role. Their formal role required no specific qualifications and time allocations differed between participants. As our previous study highlighted (Stevenson & Thompson, [<reflink idref="bib45" id="ref53">45</reflink>]), iSTEM TLs create iSTEM teaching materials and curricula, provide iSTEM PL and promote this approach to the school community. This paper builds on these characteristics by exploring factors influencing iSTEM TLs in their role.</p> <p>After obtaining ethics approval from the university human ethics committee (ID20433), school websites indicated potential iSTEM programs and leaders. Emails with Plain Language Statements and Consent Forms invited participation; five of 25 contacted teachers consented, agreeing to pseudonymity and secure data handling for privacy. Participant demographics are listed in Table 1.</p> <p>Table 1 Demographic information for each iSTEM teacher leader involved in the study</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left" rowspan="2"><p>Participant</p></th><th align="left" rowspan="2"><p>Gender</p></th><th align="left" colspan="3"><p>Institution Details</p></th><th align="left" rowspan="2"><p>Number of years teaching</p></th><th align="left" rowspan="2"><p>Number of iSTEM teacher leader years</p></th></tr><tr><th align="left"><p>Type</p></th><th align="left"><p>Location</p></th><th align="left"><p>Size (Number of Students)</p></th></tr></thead><tbody><tr><td align="left"><p><bold>Sarah</bold></p></td><td align="left"><p>Female</p></td><td align="left"><p>Catholic</p></td><td align="left"><p>Metropolitan</p></td><td align="left"><p> > 1000</p></td><td align="left"><p> > 10</p></td><td align="left"><p>6–10</p></td></tr><tr><td align="left"><p><bold>Imogen</bold></p></td><td align="left"><p>Female</p></td><td align="left"><p>Catholic</p></td><td align="left"><p>Regional</p></td><td align="left"><p> > 1000</p></td><td align="left"><p> > 10</p></td><td align="left"><p>0–5</p></td></tr><tr><td align="left"><p><bold>Tabetha</bold></p></td><td align="left"><p>Female</p></td><td align="left"><p>Government</p></td><td align="left"><p>Metropolitan</p></td><td align="left"><p>1–500</p></td><td align="left"><p>0–5</p></td><td align="left"><p>0–5</p></td></tr><tr><td align="left"><p><bold>Frankie</bold></p></td><td align="left"><p>Male</p></td><td align="left"><p>Government</p></td><td align="left"><p>Metropolitan</p></td><td align="left"><p> > 1000</p></td><td align="left"><p> > 10</p></td><td align="left"><p>0–5</p></td></tr><tr><td align="left"><p><bold>Melinda</bold></p></td><td align="left"><p>Female</p></td><td align="left"><p>Independent</p></td><td align="left"><p>Metropolitan</p></td><td align="left"><p>501–1000</p></td><td align="left"><p>6–10</p></td><td align="left"><p>0–5</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0190589635-9">Data Collection and Analysis</hd> <p>To gather detailed insights on the role of iSTEM teacher leaders, the phenomenological approach used in this study was best supported with semi-structured interviews. The online 30-min (approximately) interviews probed the role, enablers and inhibitors faced by iSTEM leaders. Key questions, such as 'what challenges have you faced in your role as an iSTEM teacher leader?', and'how did this challenge impact on your role?' are listed in Appendix A.</p> <p>After interviews, data were transcribed and analysed inductively. Applying a two-cycle coding method (Miles et al., [<reflink idref="bib36" id="ref54">36</reflink>]), responses to the research question- What factors influence the role of middle years iSTEM teacher leaders?—were allocated a descriptive code and then categorised based on similarity. Figure 1 exemplifies the analysis, with categories representing the key themes to emerge from the interviews.</p> <p>Graph: Fig. 1 Example of coding and categorising for the person specific factors enabling iSTEM teacher leaders</p> <hd id="AN0190589635-10">Trustworthiness</hd> <p>Acknowledging the participatory role that researchers play in qualitative research, trustworthiness and researcher reflexivity are crucial for validating a study's findings and enhancing its credibility (Kemmis & McTaggart, [<reflink idref="bib26" id="ref55">26</reflink>]). In this study, several methods were employed.</p> <p>We utilised varied analytical approaches, reported our methodological procedures, and used respondent validation, to check interpretation of participant experiences. For example, throughout interviews, we clarified our interpretation of experiences with participants to verify understanding of their perceptions of their iSTEM TL role. Two investigators independently coded transcripts to verify interpretations and conclusions drawn, enhancing credibility of the study (Merriam & Tisdell, [<reflink idref="bib35" id="ref56">35</reflink>]). During data analysis meetings, the two authors discussed individual interpretations of data and suggested codes, resolving discrepancies through negotiation until consensus was reached. Codes and themes were cross-checked with interview transcripts to identify whether there were alternate conclusions that could explain the findings (Miles et al., [<reflink idref="bib36" id="ref57">36</reflink>]).</p> <p>To confirm the dependability of the research undertaken in this study two methods were employed as suggested by Miles et al. ([<reflink idref="bib36" id="ref58">36</reflink>]). Detailed descriptions of data collection and analysis methods, with examples illustrating coding and thematic development, and rich participant data presented throughout the findings support conclusions.</p> <p>Merriam and Tisdell ([<reflink idref="bib35" id="ref59">35</reflink>]) suggested that the trustworthiness of a study depends on the ethics of the researcher. Protocols for ethical procedures were co-designed and approved by the Education, Fine Arts, Music and Business Human Ethics Sub-committee in July 2023. Participants received Plain Language Statements and were protected through the guarantee of confidentiality and privacy; names of participants, their institutions and contributions were protected by withholding identifying characteristics, use of pseudonyms and secure data storage of all documents and audio.</p> <hd id="AN0190589635-11">Findings</hd> <p>This study aimed to discern key factors impacting iSTEM teacher leaders. Thematic analysis revealed five main influences: person-specific factors, peer relationships, senior leadership, school structure, community, as highlighted in Table 2. This findings section details these factors, presenting enablers and constraints from the perspective and voices of iSTEM teacher leaders.</p> <p>Table 2 Influencing factors identified by participants in the study</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left" rowspan="2"><p>Identified themes</p><p>(influencing factors)</p></th><th align="left" colspan="5"><p>iSTEM teacher leaders</p></th></tr><tr><th align="left"><p>Tabetha</p></th><th align="left"><p>Imogen</p></th><th align="left"><p>Sarah</p></th><th align="left"><p>Frankie</p></th><th align="left"><p>Melinda</p></th></tr></thead><tbody><tr><td align="left"><p>Person-specific factors</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td></tr><tr><td align="left"><p>Peer relationships</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td></tr><tr><td align="left"><p>Senior Leadership</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>-</p></td><td align="left"><p>✓</p></td></tr><tr><td align="left"><p>School structure</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>-</p></td><td align="left"><p>✓</p></td></tr><tr><td align="left"><p>Connecting with Community</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td><td align="left"><p>✓</p></td></tr></tbody></table> </ephtml> </p> <p>A tick in a cell illustrates that the theme was discussed by the iSTEM teacher leader</p> <hd id="AN0190589635-12">Person Specific Factors</hd> <p>In this study, person specific factors refer to attributes- attitudes, beliefs, knowledge, skills- that the iSTEM teacher leader possesses as well as experiences they have encountered. Throughout their interviews, participants spoke of a range of individual factors that enabled their role as an iSTEM teacher leader. For example, there was discussion of the personal dispositions that are valuable for the role. A commonly mentioned disposition was that of openness, as seen in the following example:By having an open mindset and that ability to say 'ok, I'm learning from all of these people, too'. And I think that's why we've been able to work quite well (Imogen)</p> <p>For Imogen, having an open mindset meant being willing to work with and learn from other teachers. Imogen elaborated further on how this openness played out when designing iSTEM curriculum as a team, recognising "how critical it is that we have been really open to listening to everyone". iSTEM TLs are likely to work with individuals from different disciplines and thus diverse epistemological backgrounds, to create or support the implementation of iSTEM education. Having an open mindset could help them gain knowledge, reduce conflict with and between individuals, facilitate collaboration, and listen to and accept new ideas.</p> <p>Melinda recognised that "there has to be an openness to the concept of curriculum relationships; being open to curriculum mixing is really important". For this teacher leader, having an open disposition towards interdisciplinarity means recognising the value of iSTEM education. This is likely to support the introduction, development and promotion of iSTEM in schools. Other participants spoke of having an openness with their colleagues, as Tabetha illustrates in the following quote when discussing how they supported teachers in implementing their iSTEM education program.Having an open-door policy; I would love any classroom teacher to be able to take any resources or to use any of the equipment or technology. And so just having that open door, so that if a teacher does ask about it [iSTEM education], it's 100%, of course you can try that out (Tabetha)</p> <p>For Tabetha, the "open- door policy" helped her to provide access to iSTEM teaching resources. Incidentally, given that her office was the iSTEM resource storage area, the "open-door" provided an opportunity for Tabetha to discuss iSTEM teaching with teachers and offer further support such as professional development.</p> <p>Participants also talked about having an animated disposition towards their iSTEM leadership role and teaching. Sarah had "high octane enthusiasm" which helped in "convincing people that it's [iSTEM education] a good, good idea". Similarly, Tabetha noted that being passionate helped them to demonstrate their commitment to iSTEM education to other teachers:I love the curriculum side of it [iSTEM education]. I love the relationship with other teachers. So, I'm always wanting to work on those projects. And I think that helps other teachers, I think having those passions helps other teachers see that you're quite serious and excited by this</p> <p>Loving her role helped this iSTEM teacher leader to encourage passion and enthusiasm in other teachers that they are working with, perhaps even enhancing their commitment. While it is likely that this is a trait common to many teacher leaders, this enthusiasm could be particularly important for iSTEM teacher leaders as they need to promote this novel approach to teaching by advocating for its value and benefits.</p> <p>Participants also recognised determination as a disposition which enabled their iSTEM teacher leader role. Sarah mentioned having to "push pretty hard initially, but it really didn't take long for the team to get sold on it [iSTEM education] and people were keen to run things". Being determined helped Sarah to encourage buy-in towards iSTEM education from other teachers, quickly gaining their support for this teaching approach. Tabetha elaborated further by discussing the determination to perform their iSTEM teacher leader role and the work ethic required:It has to be a 150%, you do need to be putting in a lot. You need to be very organized. But I spend most waking minutes thinking about how I could make this [iSTEM education] work, and I now realise that planning a unit is creative. Yeah, there's nothing more incredibly creative....</p> <p>Here, Tabetha's determination enabled her to complete the tasks required of the role. She noted the value of being organised to manage this workload and being creative to undertake the key aspects of the role such as developing curriculum. Sarah also emphasised the importance of being creative which means "vision with curriculum, a good understanding of how it all fits together" helping her to consider how to bring the STEM disciplines together when developing curriculum.</p> <p>Participants also discussed having a flexible nature to support the teachers they were leading. For example, Tabetha spoke of how flexibility helps to interact with teachers and support their progress towards iSTEM teaching:Hearing from the teachers about their interest and then discussing with them in their teams about what they would be happy with. So, having those really pragmatic, organised conversation- how will this work for you in your classroom? And how could this work? And what can I take? And what can you take? But also planning with the teachers, their workload and your workload" (Tabetha)</p> <p>In this quote, Tabetha speaks of being flexible with iSTEM curriculum development, noting the need to discuss the practicalities of classroom implementation with teachers and to share the workload. Creating iSTEM teaching materials that are context specific requires TLs to discuss with affected teachers and being flexible enables them to be open to modifying and adapting any curriculum according to teacher and classroom needs. Similarly implying a flexible disposition, Imogen speaks of recognising the varied perspectives of iSTEM education:I think a big part of our leadership is acknowledging that there are obviously different perspectives on it [iSTEM education and its implementation].... So, it's okay for people to go on their own journeys (Imogen)</p> <p>Imogen's flexible disposition enables her to recognise the varied "journeys" that teachers may go on when developing and implementing iSTEM curriculum. This flexibility is needed in an iSTEM teaching context where there is no set curriculum or 'right' way and that the teachers involved will have varying levels of skills and commitment to a program.</p> <p>The findings so far highlight that a range of dispositions are valuable for iSTEM teacher leaders to have since different parts of their role require different dispositions. However, some participants also discussed the personal factors inhibiting their iSTEM teacher leader role. For example, Tabetha talked of needing more knowledge of science:I come from a design and technology and digital technology. But I'd say my science knowledge is lacking compared to where I wish I were</p> <p>Acknowledging that her technology background was valuable for her leadership role, Tabetha's quote suggests that having knowledge of multiple STEM disciplines is also important since she wished that she had further familiarity with science. While Tabetha did not elaborate here, it is likely that a lack of disciplinary knowledge will inhibit their development of iSTEM teaching resources and teacher PL.</p> <p>Similarly discussing disciplinary knowledge, Imogen instead focused on having limited understanding of teachers' needs across different disciplines.I think every discipline has a unique kind of culture in terms of knowing what makes them tick or what are their needs are. Whereas I know my [science] team, and I know what their needs are. But I think those needs are definitely different across learning areas... What are the needs and challenges of the maths teacher? and be able to respect those voices and also act on them in a way that they need you to act on that. So, I don't feel equipped</p> <p>Emphasising that there is epistemological variation between individuals in different STEM disciplines, Imogen suggests that having limited knowledge of disciplinary cultural variation inhibits them in her role as an iSTEM leader. Imogen highlights that understanding the needs and challenges of teachers from the varied disciplines is important for the success of their role, likely for supporting the collaborations needed co-design and implement iSTEM curriculum.</p> <hd id="AN0190589635-13">School-Based Peer Relationships</hd> <p>In this study, "working with teams [of teachers] to be able to make sure that they're [iSTEM education programs] delivered in a way that's really powerful and effective for students" (Frankie) was a common practice and participants identified peer relationships as important for this outcome. Having existing relationships with teachers was seen as useful by iSTEM teacher leaders. For example, Sarah highlighted that having a "long-term relationship with those teachers", helped in:Being able to offer a vision, negotiate a vision and get them on board was probably one of the most successful things with that program that I did</p> <p>Having existing relationships with colleagues could mean that trust exists such that teachers were more likely to accept the introduction of iSTEM education into their school curriculum and come "on board" (Sarah) with any changes. Tabetha also spoke of the value of these existing relationships; however, in her situation it assisted teachers in seeking help and support.So, I feel like it's really lovely. Those teams do come up to me [for help]... The teachers have been really receptive, and I already had that relationship with them. But I also knew that their boundaries within their own work, which is so respectable and so I just didn't want to be that 'add on', all that annoyance. And so, I think it's worked out (Tabetha)</p> <p>Having an existing relationship, for Tabetha, meant that she knew how to work with the teachers in their team; she knew their "boundaries" and so knew when to seek support from and for the teachers and how. For Tabetha, respecting these boundaries means not adding to teacher workloads and instead seeking their feedback:I sent out forms just asking the teachers what their input would be and what they would feel comfortable with, because I just didn't want to throw an event on and have [them] be like, I don't want to do this, I have got my own barriers up. And so, having input was fantastic, and I think it really consolidated the understanding or the respect for the [iSTEM education] subject</p> <p>By involving teachers in conversations and feedback, Tabetha gained better understanding of interest and capacity of colleagues to maximise the chance of a positive uptake of iSTEM education and ensure that teachers were well supported. Also recognising the importance of "bring[ing] people on the journey", Imogen discussed how she developed their teacher relationships:I've already started saying to individual teachers, this [iSTEM education] sounds like something that you'd be really great at, or I can see you doing this, and you've got these skills. I think it's that one- on- one will be the way that we'll be able to get more [teachers] on board... having those positive conversations about what we're actually doing and giving people confidence that of course they can be a STEM teacher. It's not forcing people to do things that they don't want to do either, to make sure that those staff members are 100% on board</p> <p>Imogen highlights that building relationships with teachers was important for creating a team of teachers focused on supporting iSTEM education. Building this team involves identifying teachers who have an interest in iSTEM education, recognising and acknowledging their skills, and building their confidence. Implied here is the collaborative nature of building the team where the vision for iSTEM education is not imposed, rather developed through conversation.</p> <p>Having peer relationships also helped teacher leaders to gather iSTEM expertise. For example,With our school we have a lot of expertise with people who know things like digital tech design. So having them [STEM experts] there and being able to ask questions if we couldn't get the coding right, to have the other teacher come over, but also to sit there and watch how he's teaching these students how to mix their code. It was really good for me... We have a really good lab tech; our lab tech is super involved in STEM [and] the kids are really comfortable to go and ask them for help (Melinda)</p> <p>Here Melinda notes the dual- benefits in having relationships with teachers with STEM expertise. Having discipline-based experts enabled teacher leaders to develop their knowledge and provide support to students.</p> <hd id="AN0190589635-14">Senior Leadership</hd> <p>Having supportive senior leadership (e.g., principals, deputy principals) was identified as a valuable enabler, however iSTEM teacher leaders spoke of the different ways that support was offered. Sarah discussed having a principal who saw the value of the iSTEM to market the school in a positive light and was therefore, very keen to promote the program:The principal was very clear that that was a direction for school innovation and marketing. We're a small school. We were struggling to keep our head above water, so it was a very important part of marketing the school and finding a new client base and it was quite effective at that and really the principal loved it. But he was a visions person who wanted to put it out there and needed somebody who could implement it. And so, she left it to me then. And it was in safe hands (Sarah)</p> <p>The enthusiasm from this principal resulted in funding being spent on marketing, supporting the iSTEM teacher leader in advocating for this teaching approach. Similarly, Melinda talked about her senior leadership promoting their iSTEM education program with students:Our principal used to be a science teacher. So, he's all about giving us freedom in the subject to do what we want, and he's generally quite enthusiastic about talking to the students about it (Melinda)</p> <p>Having a principal with a STEM background and likely an interest in success in this area was an enabler, supporting this iSTEM teacher leader feel that their work is understood and valued by senior leadership. Melinda also found that support from senior leadership enabled funding whereby she could 'ask for something [and] they were very open to letting us do that'. Similarly, Tabetha recognised that her principal's support for the program enabled its resourcing:Our principal's incredible. And he is really starting to get the equipment coming up. When I started, there was a computer room with 15 computers working. And that was it. And so, we're getting an influx of a lot of iPads and a lot of technology (Tabetha)</p> <p>This quote highlights that funding was a key enabler for supporting their iSTEM teacher leader role. For Sarah, funding was provided to resource the program identifying that "you're in this great position where you've got funding and you've got facilities, we had a purpose-built STEM space with lots of cutting-edge tech". However, funding for iSTEM resources was not the only resourcing provided; Sarah discussed PL that they had the opportunity to experience:The big IT conference, I got a lot of ideas from that...It's sort of a multi conference or a Congress. I've got great ideas in that space, and that was just in 2015. It [iSTEM] was starting to be a field, and it was a melting pot of ideas, and it was quite empowering to just be able to be creative just to take an idea and run with it (Sarah)</p> <p>To develop the knowledge and skills essential for their role, it is beneficial for iSTEM teacher leaders to experience PL. However, support from senior leadership is essential to encourage, provide the time and fund attendance at the PL opportunities.</p> <hd id="AN0190589635-15">School Structures</hd> <p>In this study, participants primarily spoke of the challenges associated with school structure for their role as iSTEM teacher leaders. For example, the inhibition that timetabling places on effectively implementing iSTEM education with Melinda noting the impact of a change in the timetable on her capacity for team- teaching with a colleague with different disciplinary expertise:This year, unfortunately, the timetable didn't work. The year 7's have separate classes. And so, I have the 7's and my co-teacher has the 8's but we still run the same units with them (Melinda)</p> <p>With the school structure limiting co-teaching opportunities, it's likely that chances to develop disciplinary knowledge from their peers were lost, which could inhibit the development of teaching resources by iSTEM teacher leaders. For Tabetha timetabling concerns impacted on her capacity to run iSTEM PL with their teachers since "a lot of the staff meetings- the STEM ones have been cancelled... So, I go around to teams now... But it's just finding the time to be able to even meet as a group". Limiting formal opportunities to run PL means that Tabetha now needs to find additional time to implement informal PL with teachers likely encroaching on her time and theirs, creating a further challenge for TLs and teachers to manage.</p> <p>Alongside timetable issues, are those of curriculum structure causing challenges for the implementation of iSTEM education:Structurally, the way, traditionally, secondary schools often work is that this idea of cross-learning areas is still quite foreign. We're still quite siloed and it's unfamiliar to even consider other learning areas, experiences and so on. And you can see why people may be resistant to it [iSTEM education] for any number of reasons. It may be just like a confidence issue, or they may just say 'oh, my goodness, I've never taught outside my current discipline, so I can't even imagine what that would look like, or what it would involve me doing'. I think people just have that traditional idea of what secondary school is [and they] strongly believe that (Imogen)</p> <p>For Imogen, the traditional disciplinary school structure is an inhibitor likely because it limits opportunities for collaboration and co-teaching commonly promoted in iSTEM education. This means that teachers are less aware of other disciplines and may lack confidence when considering integrated approaches such as iSTEM education. Imogen also highlights that the traditional disciplinary approach to teaching STEM subjects results in some teachers' resistance to iSTEM education. Recognising that there may be a range of reasons for this resistance, it acts as an inhibitor when teachers are unwilling to support iSTEM education. Of particular concern is whether iSTEM education will prepare students for their final year of school which involves a study of individual STEM disciplines:What happens at year 10 after you've done STEM for 4 years? That's a fair argument. All of a sudden, my biology students actually don't know as much biology vocab that they might have known because they did STEM... acknowledging what are STEM skills? How do those stem skills actually build a better learner up the top end? What capabilities does a junior STEM student bring to a senior VCE class? In a way I feel like perhaps that's not been really defined that well for teachers to have full confidence that actually you will get a critical thinker that knows how to deep dive into their learning, and that will benefit the other end. So, I don't think that messaging has always been there in secondary schools about STEM (Imogen)</p> <p>Here, Imogen highlights two factors inhibiting their iSTEM TL role. Firstly, teachers fear that students who study iSTEM may lack specific subject knowledge when they transition to specialised courses in senior years of schooling resulting in resistance to iSTEM education. The second inhibitor is the lack of communication with teachers about the benefits of iSTEM education resulting in skepticism regarding its value and potentially affecting teacher enthusiasm, uptake and implementation. More broadly illustrated here is a school structure which struggles to bridge the gap between the integrated nature of iSTEM education and the specialised requirements of senior secondary programs.</p> <hd id="AN0190589635-16">Connecting with Community</hd> <p>Participants spoke of a range of community factors which enabled and inhibited their role as iSTEM teacher leaders. For example, family support was highlighted as one of the community-based enablers. Tabetha identified that "all the families become your advocates", helping to support the uptake and progression of iSTEM education with students and teachers. For Sarah, it was her immediate family member who was an enabler since "the insights that he had as to how to make things work" when she was designing an iSTEM experience about paper rockets, helped her to develop engineering knowledge and thus a teaching resource.</p> <p>STEM expertise also arose from other community members, with participants identifying the value of connecting with academics from universities who "send a lot of [iSTEM] resources" (Tabetha). Additionally, academics provide expertise and ideas for developing iSTEM curriculum experiences:So, I collaborate with [a university]. We've got a radiation experiment that the students can control virtually. So, the students need to know about radiation. How can I provide the best way for them? This morning, I was talking to someone who was collecting bird noises, and she's using AI, she's showing me these beautiful images of sound recordings, and then they do image analysis. So, it's a really elegant story that's really visual (Frankie)</p> <p>Frankie highlighted that speaking to academics gathered knowledge of real-life topics that can be developed into an iSTEM experience. Elaborating further, Frankie noted that connecting with academics also offered opportunities to bring their expertise to iSTEM experiences because "we're tackling big contemporary issues. And this is one of the reasons I get the experts in, to shore up feelings of authenticity". Connections with academics enabled the development of credible iSTEM experiences that reflect real life issues which are more likely to be relevant and engaging for school students. However, there were times when community factors inhibited iSTEM teacher leaders. For example, limited access to iSTEM education professional development was spoken of as a challenge:We're the STEM leaders. but we're kind of just going off our own individual experiences. I haven't had training as a teacher or a leader in terms of STEM. If I was to be honest, I don't feel equipped to know if it's [STEM education program] authentic or not (Imogen)</p> <p>The lack of PL means that this teacher leader was unsure whether the STEM education curriculum they are designing was "authentic" (Imogen). While she did not elaborate on the nature of authentic, Imogen may be concerned about including and blending the varied disciplinary knowledges commonly seen in iSTEM education programs. Imogen did not note the reason for not attending STEM PL, however Melinda highlighted that "I don't think there's that much good STEM PD out there. I know that sounds awful, but I just don't think there is".</p> <p>Related, was a limitation associated with iSTEM teacher resource availability, with Tabetha highlighting that she needed to "rewrite everything because teachers are scanning for what they really need to know, and a lot of information isn't presented that way". Sarah elaborated further highlighting that STEM teaching resources needed modification to meet contextual needs:To actually make a curriculum that fits with [the school] curriculum, you need it to go through teachers'hands. That was a challenge, definitely a challenge. The next challenge was making sure that curriculum materials were adaptable to different audiences of students and making sure that it was good contemporary learning</p> <p>A lack of iSTEM teaching resources that are context specific means that teacher leaders need to spend time adapting or re-creating these to meet the needs of their students, teachers and schools, perhaps taking time away from other aspects of their role.</p> <hd id="AN0190589635-17">Discussion</hd> <p>The findings in this study identify and explore a range of enablers and inhibitors impacting on iSTEM teacher leaders undertaking their role; summarised in Table 3.</p> <p>Table 3 Summary of factors influencing iSTEM teacher leaders</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Influencing factors</p></th><th align="left"><p>Enablers</p></th><th align="left"><p>Inhibitors</p></th></tr></thead><tbody><tr><td align="left"><p><bold>Person specific</bold></p></td><td align="left"><p>Personal dispositions such as creativity, open, determined, flexible</p></td><td align="left"><p>Lack of knowledge of STEM disciplines, varied STEM disciplines, and STEM teacher needs</p></td></tr><tr><td align="left"><p><bold>School-based Peer relationships</bold></p></td><td align="left"><p>Relationships with teachers</p><p>Onsite STEM expertise</p></td><td align="left"><p>-</p></td></tr><tr><td align="left"><p><bold>Senior Leadership</bold></p></td><td align="left"><p>Funding</p><p>Affective support</p><p>PL opportunities</p></td><td align="left"><p>-</p></td></tr><tr><td align="left"><p><bold>School structure</bold></p></td><td align="left"><p>-</p></td><td align="left"><p>Timetabling,</p><p>Traditional curriculum structure</p></td></tr><tr><td align="left"><p><bold>Connecting with Community</bold></p></td><td align="left"><p>Family STEM support</p><p>STEM academics</p></td><td align="left"><p>Limited iSTEM education PL</p><p>Limited iSTEM teacher resources</p></td></tr></tbody></table> </ephtml> </p> <p>These influencing factors are important to recognise as they help to identify the support that iSTEM teacher leaders need and from whom.</p> <hd id="AN0190589635-18">Senior Leadership Needs to Provide Varied iSTEM support</hd> <p>This study demonstrates that senior leaders (e.g., principals, deputy/assistant principals) are an enabler for iSTEM TLs. Senior leadership commonly influences teacher leaders in their role by providing the enabling conditions needed for the implementation of a program or initiative (Dinham, [<reflink idref="bib10" id="ref60">10</reflink>]). In the context of iSTEM, leadership and broader administration have the capacity to "set the parameters of possibility" (Gardner & Tillotson, [<reflink idref="bib16" id="ref61">16</reflink>], p. 1297) through resourcing, scheduling and setting expectations. Similarly, our study demonstrated that senior leaders need to offer multiple and varied levels of support but provide more detail about its nature. Firstly, senior leaders need to provide opportunities and funding for iSTEM teacher leaders to attend PL. While this is a common practice for leadership (King, [<reflink idref="bib27" id="ref62">27</reflink>]), the provision of PL is particularly important for iSTEM TLs since limited knowledge of STEM disciplines and/or multiple disciplines inhibits their role. iSTEM TLs need a strong STEM background (Crotty & Roehrig, [<reflink idref="bib8" id="ref63">8</reflink>]), knowledge of multiple disciplines to create iSTEM teacher materials and implement PL (Stevenson & Thompson, [<reflink idref="bib45" id="ref64">45</reflink>]) and, while not highlighted in this study, understanding of leadership (Yow et al., [<reflink idref="bib54" id="ref65">54</reflink>]). Senior leaders are key to providing the time and funding for iSTEM TLs to attend iSTEM education and teacher leadership PL. Additionally, senior leaders and iSTEM teacher leaders are encouraged to create a school vision for iSTEM education which drives decision making and PL. This involves identifying TL, teacher and school needs.</p> <p>Common challenges in iSTEM education are school structure and organisation (Shernoff et al., [<reflink idref="bib43" id="ref66">43</reflink>]), which limit opportunities for collaboration and co-teaching promoted in iSTEM education (Ejiwale, [<reflink idref="bib13" id="ref67">13</reflink>]). This study demonstrates that these factors also inhibit iSTEM TLs. Senior leaders can support iSTEM education by providing space, funding and resourcing needed, as well as influence changes in timetabling and traditional curriculum structure needed to run iSTEM education (Geiger et al., [<reflink idref="bib18" id="ref68">18</reflink>]). Senior leaders enable TLs by helping to overcome key implementation challenges and, thus, providing time for iSTEM TLs to focus on other important aspects of their role such as teacher PL which underpins the long-term change in teacher practice (Thompson et al., [<reflink idref="bib48" id="ref69">48</reflink>]) needed in iSTEM education.</p> <p>This study also found that teacher relationships enable iSTEM TLs providing affective support and iSTEM knowledge sharing opportunities which are important for the collaborations employed in iSTEM education (Ejiwale, [<reflink idref="bib13" id="ref70">13</reflink>]) when designing and implementing curriculum. Peer support is important for teacher leaders (Nguyen et al., [<reflink idref="bib40" id="ref71">40</reflink>]) since positive encouragement from other teachers is a motivating factor. Given the "150%" (Tabetha) effort required by iSTEM TLs to carry out the key aspects of their role, peer positivity, encouragement and disciplinary support provide a useful incentive. To develop and sustain these school-based peer relationships, senior leadership support is needed. Ensuring that opportunities for sharing iSTEM teaching practice and engage in interdisciplinary planning are available (Crotty & Roehrig, [<reflink idref="bib8" id="ref72">8</reflink>]), school principals need to provide/employ varied STEM expertise and afford time and space for collaborations between peers.</p> <p>Geiger et al. ([<reflink idref="bib18" id="ref73">18</reflink>]) highlight that senior leader dispositions are important for supporting iSTEM education in schools. Similarly, this study identifies dispositions of senior leaders as enablers for iSTEM TLs but particularly highlights the importance of enthusiasm and advocacy for promoting this teaching approach. A role of iSTEM TLs is encouragement of uptake by staff, students and the broader community (Stevenson & Thompson, [<reflink idref="bib45" id="ref74">45</reflink>]), and senior leadership promotion, including marketing of iSTEM education, adds value and support, arguably resulting in greater uptake. To advocate, senior leaders need understanding of the specific value of iSTEM education and the skills to communicate this value to all members of the school community through actions (e.g., funding and time for iSTEM TLs, teacher PL and resourcing) and words (e.g., communications to staff, students and families). Collectively, senior leaders need a range of knowledge about iSTEM education and its value, communication skills, and enthusiasm to enable iSTEM TLs through advocacy of this teaching approach.</p> <p>This study emphasises the important relationship between iSTEM TLs and senior leadership and the varied support that the latter needs to provide. While not explicitly highlighted in this study, it is clear that iSTEM TLs need to develop a strong working relationship with senior leaders. Strong communication sits at the heart of the development of an effective working relationship (Edwards-Groves et al., [<reflink idref="bib12" id="ref75">12</reflink>]). Therefore, it is vital there are mechanisms in place for regular meetings. This will also ensure that the key goals of an individual program (such as an iSTEM program) align with the overarching goals of the school (Dinham, [<reflink idref="bib10" id="ref76">10</reflink>]). Moreover, when teacher (middle) leaders feel that their work is valued and they have the support and guidance of their senior leaders (Thompson & Stokes, [<reflink idref="bib47" id="ref77">47</reflink>]), this facilitates a culture of continual growth and improvement (Irvine & Brundrett, [<reflink idref="bib24" id="ref78">24</reflink>]) as is needed in innovative teaching approaches such as iSTEM education.</p> <hd id="AN0190589635-19">A Range of STEM Relationships are Crucial</hd> <p>Building relationships is a common practice of teacher leaders (Leithwood et al., [<reflink idref="bib29" id="ref79">29</reflink>]), whether it be with staff, students, parents. This study reiterates the importance of these relationships highlighting the role they play for the specific context of iSTEM education. Two types of relationships were particularly worthwhile in this study: relationships (<reflink idref="bib1" id="ref80">1</reflink>) with school-based colleagues, (<reflink idref="bib2" id="ref81">2</reflink>) with community STEM members.</p> <p>Given that knowledge of multiple STEM disciplines is recognised as a valuable characteristic for iSTEM teacher leaders (Knapp, [<reflink idref="bib28" id="ref82">28</reflink>]), and a lack of disciplinary knowledge is likely to inhibit their development of teaching resources and teacher PL, iSTEM TLs need to work with other teachers to design, promote and implement this educational approach (Rose et al., [<reflink idref="bib42" id="ref83">42</reflink>]). Having and developing relationships with teaching colleagues helps to undertake these roles through the development of trusting relationships (Edwards-Groves et al., [<reflink idref="bib12" id="ref84">12</reflink>]) to develop a shared iSTEM teaching and learning vision (Berisha & Vula, [<reflink idref="bib3" id="ref85">3</reflink>]). However, this study demonstrated that other school-based colleagues also acted as enablers, specifically laboratory and IT technicians. With iSTEM education having varied conceptualisations in schools, it is challenging for teachers and TLs to have the mixed disciplinary knowledge needed for its design and implementation. In this study, connecting with non-teaching peers (e.g., laboratory and IT technicians) provided valuable disciplinary expertise to iSTEM TLs in the creation of iSTEM teaching resources to be shared with other teachers. These relationships have additional benefits such as providing support in implementing student-centred approaches (e.g., inquiry- based learning) (Hackling, [<reflink idref="bib19" id="ref86">19</reflink>]) and preparing the equipment and materials (Lewis & Treagust, [<reflink idref="bib30" id="ref87">30</reflink>]) which are essential for iSTEM education. It is worth noting that while these relationships are key in the middle years, they may be less important in primary schools where teachers and teacher leaders have knowledge across multiple disciplines and subjects are more integrated.</p> <p>Relationships beyond the school are also important for iSTEM TLs, particularly with university academics. Recognising that iSTEM TLs commonly adapt or design teaching resources, knowledge of STEM-based real-life topics is important (Stevenson & Thompson, [<reflink idref="bib45" id="ref88">45</reflink>]), and so having community connections enables this role by providing opportunities to gather the knowledge needed to build these resources. Hands ([<reflink idref="bib20" id="ref89">20</reflink>]) recognises that community partnerships can enhance teachers' instructional practices by providing real-world connections to curriculum, and this was confirmed by the TLs in this study who reached out to STEM academics to gain expertise of these topics and associated disciplinary knowledge. Zeichner et al. ([<reflink idref="bib55" id="ref90">55</reflink>]) highlight the value of connecting with community for increasing teachers' capacity to link curriculum to students' lives; making learning authentic and relevant is key to enhancing student interest and engagement in STEM learning (Kelley & Knowles, [<reflink idref="bib25" id="ref91">25</reflink>]). Relationships with STEM-based community locations provide services to underrepresented student populations, (Rose et al., [<reflink idref="bib42" id="ref92">42</reflink>]), however this study recognises the value of such relationships for iSTEM TLs.</p> <p>Given the importance of these diverse relationships for iSTEM TLs, their development and sustainment need consideration. Valuable relationships are going to be supported by an iSTEM TLs positive dispositions, as explained next, as well as senior leaders providing time and opportunities for collaboration and ensuring that a school employs technicians who can support iSTEM education. Additionally, universities should be encouraged to be proactive in supporting relationships with iSTEM TLs. For example, academics working in STEM or STEM education could present contemporary research at teacher conferences and discuss the value of strong relationships with IT and laboratory technicians, with preservice teachers during initial teacher education.</p> <hd id="AN0190589635-20">iSTEM Teacher Leaders Need an Assortment of Dispositions</hd> <p>This study demonstrates that dispositions are key enablers for iSTEM TLs, revealing a range of supporting personal characteristics. Dispositions such as willingness to listen, remain calm and act fairly are commonly attributed to 'good leaders' (Helm, [<reflink idref="bib21" id="ref93">21</reflink>]), and Pynes et al. ([<reflink idref="bib41" id="ref94">41</reflink>]) highlight receptiveness and flexibility as essential for iSTEM education. This study illustrates the importance of iSTEM TLs having an assortment since different dispositions support different aspects of their role. Being open aids iSTEM TLs in supporting and learning from peers. Being engaging and determined enables the promotion of iSTEM and the diverse and extensive task completion required of iSTEM TLs, while being flexible and creative helps TLs design contextually appropriate iSTEM education. Passion for iSTEM education is essential for the time and commitment required, and willingness to go above and beyond. The multifaceted nature of the iSTEM TL role (Stevenson & Thompson, [<reflink idref="bib45" id="ref95">45</reflink>]) necessitates an assortment of dispositions to effectively fulfill their broad range of responsibilities.</p> <p>While some iSTEM TLs may naturally have or attain these dispositions through experience, they could also be formally developed. For example, Beltman et al. ([<reflink idref="bib2" id="ref96">2</reflink>]) suggest that engaging in targeted resilience programs enhances teacher leaders' determination and persistence, while adaptive leadership training can enhance flexibility (Szeto & Cheng, [<reflink idref="bib49" id="ref97">49</reflink>]). More broadly, iSTEM TLs wanting to develop their creativity could practise using the five stages of design thinking (empathise, define, ideate, prototype, test) (Henriksen et al., [<reflink idref="bib22" id="ref98">22</reflink>]) to address iSTEM education challenges. Additionally, the Australian Institute for Teaching and School Leadership (AITSL), as part of their middle (teacher) leadership standards (The State of Queensland (Department of Education), [<reflink idref="bib46" id="ref99">46</reflink>]), offer insight into how valuable leadership dispositions could be developed, including practising reflection, goal setting and exploration of case studies of best practice. Finally, given the success of teacher leader learning programs of various forms (Wenner & Campbell, [<reflink idref="bib51" id="ref100">51</reflink>]), universities should be encouraged to implement ITE subjects and PL which include the development of leadership dispositions, capabilities and practices in the context of learning about iSTEM education.</p> <hd id="AN0190589635-21">Conclusion</hd> <p>Recognising the challenges of navigating STEM agendas and varied opinions regarding iSTEM education implementation and advancement (English, [<reflink idref="bib15" id="ref101">15</reflink>]), iSTEM TLs have the potential to support the success of iSTEM education in schools. Given the important role that TLs play in student learning (Leithwood et al., [<reflink idref="bib29" id="ref102">29</reflink>]), their work could lead to improved student success in iSTEM education (Elrod & Kezar, [<reflink idref="bib14" id="ref103">14</reflink>]). To achieve this potential, iSTEM TLs need support to develop their knowledge and skills and overcome implementation challenges (Shernoff et al., [<reflink idref="bib43" id="ref104">43</reflink>]). Responding to the research question- What factors influence the role of middle years iSTEM teacher leaders?—this study identified and explored a range of enablers and inhibitors and discussed a collection of recommended supports.</p> <p>This study shows that iSTEM programs need funding, timetabling, resourcing, teacher commitment, student interest and STEM community involvement. Success depends on individual and external enablers to support iSTEM TLs, including senior leaders, diverse STEM relationships and dispositions. These types of supports are common for teacher leaders (Bryant & Walker, [<reflink idref="bib5" id="ref105">5</reflink>]); however, it is the combination and specificity of the enablers that iSTEM TLs need to undertake the multiple tasks required by the role. For example, connections with STEM- based academics provide contemporary and authentic topics, and when combined with a collaboration between teachers with diverse disciplinary expertise, offers opportunities for iSTEM TLs to develop quality curriculum that meets the needs of their context. Unite these connections with relationships with senior leaders, who offer the resourcing and timetabling specific to iSTEM education, to support curriculum implementation. Additionally, the iSTEM education-specific challenges, including insufficient resourcing, discipline-based timetabling, resistance to non-traditional approaches to education and limited teacher disciplinary and interdisciplinary knowledge are managed by TL dispositions of openness, flexibility, determination and creativity. These dispositions help to overcome these challenges by managing epistemological differences between people working in collaborations, initiating and sustaining new teaching and learning approaches and developing new contextual iSTEM education curriculum. Combining these dispositions with strong relationships with colleagues and senior leaders that support resourcing, timetabling, and promotion of iSTEM education is central to the success of the iSTEM TL role; which also relies on the iSTEM TL going above and beyond their time allocation.</p> <p>Throughout this study participants commonly discussed enablers, identifying only a limited number of inhibitors. It would be valuable for further research to identify a broader range of inhibiting factors, specifically with regards to senior leadership and peer relationships to identify how any such concerns may be overcome or managed. Additionally, the participants in this study all worked in metropolitan locations; given that teacher leaders in rural and regional schools commonly face different challenges to counterparts in metropolitan schools (Murphy, [<reflink idref="bib38" id="ref106">38</reflink>]), further research needs to investigate the factors influencing iSTEM teacher leaders in these contexts to determine the specific supports they need to undertake their role. Lastly, given that this research explored only the experiences of TLs, it would be useful to investigate teachers' perspectives on the influencing factors and characteristics of iSTEM TLs to find out whether there are additional aspects to the role.</p> <p>While iSTEM education promises to increase student engagement and achievement in STEM subjects, it requires effective leadership. Yet, STEM education scholarship primarily explores STEM learning, and sociocultural issues in STEM education (Li et al., [<reflink idref="bib32" id="ref107">32</reflink>]), with little emphasis on leadership. This study reveals the importance of:</p> <p></p> <ulist> <item> individual dispositions and relationships enabling iSTEM TLs, to overcome the specific challenges facing iSTEM education,</item> <p></p> <item> combining iSTEM TL dispositions and diverse relationships (e.g., with senior leaders, colleagues, academics) to create, implement and promote iSTEM curriculum,</item> <p></p> <item> identifying factors inhibiting the iSTEM TL role and potential solutions.</item> </ulist> <p>This study provides guidance to school administrators and iSTEM teacher leadership program designers, about the support that is needed to be successful in this role.</p> <hd id="AN0190589635-22">Acknowledgements</hd> <p>Thank you to the participants in this study who took the time to share their invaluable experiences.</p> <hd id="AN0190589635-23">Authors Contributions</hd> <p>ES, PT were the contributors in writing the manuscript. ES and PT collected data and conducted data analysis. All authors read and approved the final manuscript.</p> <hd id="AN0190589635-24">Funding</hd> <p>Open Access funding enabled and organized by CAUL and its Member Institutions.</p> <hd id="AN0190589635-25">Data Availability</hd> <p>The datasets generated during and/or analysed during the current study are not publicly available because our ethics approval does not allow us to share data publicly, but are available from the corresponding author on reasonable request.</p> <hd id="AN0190589635-26">Declarations</hd> <p></p> <hd id="AN0190589635-27">Ethics Approval</hd> <p>Approval was obtained from the Education, Fine Arts, Music and Business Human Ethics sub-committee (I.D. ID20433) at The University of Melbourne.</p> <hd id="AN0190589635-28">Informed Consent</hd> <p>Informed consent was gained from all study participants.</p> <hd id="AN0190589635-29">Competing interests</hd> <p>The authors have no relevant financial or non-financial interests to disclose.</p> <hd id="AN0190589635-30">Appendix A</hd> <p></p> <hd id="AN0190589635-31">Interview Questions for iSTEM Teacher Leaders</hd> <p></p> <ulist> <item> What do you think are the important qualities of an iSTEM teacher leader?</item> <p></p> <item> Describe your role as an iSTEM teacher leader, in terms of what practices you perform on a day-to-day basis.</item> <p></p> <item> What or who has helped you to perform your role? How have they been helpful?</item> <p></p> <item> Have you received any formal training for your role as an iSTEM teacher leader?</item> <p></p> <item> How do you think you have developed your iSTEM teacher leader qualities?</item> <p></p> <item> What are the challenges in being an iSTEM teacher leader?</item> </ulist> <hd id="AN0190589635-32">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0190589635-33"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). The Australian Curriculum F-10: General Capabilities. 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  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  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="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10763-025-10604-4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1571-0068<br />1573-1774
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Financial, educational and political imperatives have driven the uptake of integrated science, technology, engineering, mathematics (iSTEM) education by many schools. Aiming to increase student interest and achievement, iSTEM education is seen as a vehicle for engaging students in STEM subjects, courses, and careers. However, like many novel educational approaches, its success in schools would likely benefit from leadership support. Research has begun to explore the characteristics of iSTEM teacher leaders, yet there is limited understanding of what factors influence their success/ effectiveness. To provide further insight, the research question explored in this study is: What factors influence the role of middle years iSTEM teacher leaders? This qualitative study investigated the lived experiences of five iSTEM teacher leaders through the thematic analysis of semi-structured interviews. Findings identified a range of enablers and inhibitors influence the role of iSTEM teacher leaders, including individual, school and community factors. From these findings, this paper discusses the importance of several key supports for iSTEM teacher leaders including: (1) senior leadership, (2) assorted dispositions, and (3) varied STEM relationships. These insights provide valuable suggestions for school principals and those designing leadership programs for iSTEM teachers as well as propose ideas for further research.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1501372
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501372
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10763-025-10604-4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 3271
    Subjects:
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Integrated Curriculum
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
    Titles:
      – TitleFull: Understanding the Factors Influencing the Work of Middle Years iSTEM Teacher Leaders
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Emma Stevenson
      – PersonEntity:
          Name:
            NameFull: Pauline Thompson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1571-0068
            – Type: issn-electronic
              Value: 1573-1774
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: International Journal of Science and Mathematics Education
              Type: main
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