The Relationship between Early Childhood Teachers’ STEM Attitudes, STEM Practices Self-Efficacy, and Instructional Beliefs: A Mediation Analysis
DOI:
https://doi.org/10.37134/saecj.vol15.1.3.2026Keywords:
Early childhood teachers , STEM education , STEM practices self-efficacy, instructional beliefs, constructivist beliefs, mediation analysis, SDG 4 (Quality Education)Abstract
The successful implementation of Science, Technology, Engineering, and Mathematics (STEM) education in early childhood settings depends largely on teachers' attitudes, instructional beliefs, and confidence in implementing STEM-related practices. Although previous studies have separately examined these constructs, limited evidence is available regarding the mechanisms through which instructional beliefs influence the relationship between STEM practices self-efficacy and teachers' attitudes towards STEM education, particularly within early childhood education. Therefore, this study investigated the relationships among early childhood teachers' attitudes towards STEM education, STEM practices self-efficacy, and instructional beliefs, while examining the mediating role of constructivist instructional beliefs. A quantitative correlational research design was employed involving 211 early childhood teachers from various regions of Türkiye. Participants were selected using convenience sampling. Data were collected using the STEM Education Attitude Scale, the STEM Practices Self-Efficacy Scale, and the Teacher Instructional Beliefs Questionnaire. Pearson correlation analysis, multiple linear regression, and path analysis were conducted using SPSS and AMOS to examine the relationships among the variables and test the proposed mediation model. The findings revealed significant positive relationships between teachers' attitudes towards STEM education, STEM practices self-efficacy, and constructivist instructional beliefs. Traditional instructional beliefs were not significantly associated with teachers' attitudes towards STEM education. Multiple regression analysis demonstrated that STEM practices self-efficacy and constructivist instructional beliefs significantly predicted teachers' attitudes towards STEM education. Furthermore, path analysis indicated that constructivist instructional beliefs partially mediated the relationship between STEM practices self-efficacy and teachers' attitudes towards STEM education. The findings highlight the importance of strengthening teachers' constructivist instructional beliefs alongside STEM teaching competence to promote positive attitudes towards STEM education. The study contributes to the growing body of knowledge on early childhood STEM education by providing empirical evidence of the psychological mechanisms underlying teachers' STEM attitudes.
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