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Early Childhood Teachers' STEM Knowledge and Teaching Attitudes and Beliefs Predict Students' STEM Habits of Mind: A Multilevel Model.

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Title: Early Childhood Teachers' STEM Knowledge and Teaching Attitudes and Beliefs Predict Students' STEM Habits of Mind: A Multilevel Model.
Authors: Wang, Chan1 (AUTHOR), Yang, Weipeng2 (AUTHOR) wyang@eduhk.hk, Chiu, Ming Ming3 (AUTHOR)
Source: Early Education & Development. Apr2026, Vol. 37 Issue 3, p713-738. 26p.
Subject Terms: *STEM education, *Teacher attitudes, *Teacher education, *Academic achievement, *Early childhood education, Multilevel models
Geographic Terms: China
Abstract: Science, technology, engineering, and math (STEM) habits of mind (HoM) are essential competencies and skills that students develop through STEM education, boosting learning outcomes across STEM domains. However, researchers have not examined how teacher attributes shape young children's STEM HoM. This study investigated the relationships between teachers' STEM knowledge, their STEM teaching attitudes and beliefs, and young students' STEM HoM. Using multilevel structural equation modeling, we analyzed survey responses from 93 teachers and 2,144 students across 11 kindergartens in China. Research Findings: Results revealed that male teachers and those majoring in early childhood education reported more STEM knowledge. Male teachers, those with more years of STEM teaching experience, and those reporting more STEM knowledge expressed greater STEM teaching comfort and perceived fewer STEM teaching challenges. Teacher comfort in STEM teaching and student age were positively associated with students' STEM HoM. Teachers' STEM knowledge had an indirect positive effect on students' STEM HoM through increased teaching comfort. However, neither teachers' perceptions of STEM benefits for students nor their perceived teaching challenges were significantly related to students' STEM HoM. Practice of Policy: These results provide insights for improving teacher professional development programs to enhance STEM instruction effectiveness and student STEM learning outcomes. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Science, technology, engineering, and math (STEM) habits of mind (HoM) are essential competencies and skills that students develop through STEM education, boosting learning outcomes across STEM domains. However, researchers have not examined how teacher attributes shape young children's STEM HoM. This study investigated the relationships between teachers' STEM knowledge, their STEM teaching attitudes and beliefs, and young students' STEM HoM. Using multilevel structural equation modeling, we analyzed survey responses from 93 teachers and 2,144 students across 11 kindergartens in China. Research Findings: Results revealed that male teachers and those majoring in early childhood education reported more STEM knowledge. Male teachers, those with more years of STEM teaching experience, and those reporting more STEM knowledge expressed greater STEM teaching comfort and perceived fewer STEM teaching challenges. Teacher comfort in STEM teaching and student age were positively associated with students' STEM HoM. Teachers' STEM knowledge had an indirect positive effect on students' STEM HoM through increased teaching comfort. However, neither teachers' perceptions of STEM benefits for students nor their perceived teaching challenges were significantly related to students' STEM HoM. Practice of Policy: These results provide insights for improving teacher professional development programs to enhance STEM instruction effectiveness and student STEM learning outcomes. [ABSTRACT FROM AUTHOR]
ISSN:10409289
DOI:10.1080/10409289.2025.2591252