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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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  Data: <searchLink fieldCode="AR" term="%22Emma+Stevenson%22">Emma Stevenson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4871-9693">0000-0002-4871-9693</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pauline+Thompson%22">Pauline Thompson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2258-5962">0000-0003-2258-5962</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+and+Mathematics+Education%22"><i>International Journal of Science and Mathematics Education</i></searchLink>. 2025 23(8):3271-3295.
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  Data: 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/
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  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.
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