Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study

Fayadh Hamed Alanazi; Eman Al-Zahrani

doi:10.29333/ejmste/16071

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Fayadh Hamed Alanazi ¹ ^* , Eman Al-Zahrani ²

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¹ Professor, Department of Curriculum and Instruction, College of Education, Jouf University, SAUDI ARABIA² Prince Sultan Military College of Health Sciences, Dammam, SAUDI ARABIA^* Corresponding Author

Abstract

This cross-sectional study examines teachers’ self-reported effectiveness in teaching integrated science, technology, reading, engineering, art, and mathematics (STREAM) in high school education in the Kingdom of Saudi Arabia (KSA), based on a survey of 182 teachers. The respondents included male and female teachers of biology, mathematics, physics, chemistry, and earth sciences in high schools in the KSA. All teachers rated themselves highly in the categories of self-efficacy and enjoyment, which had the strongest correlation with each other among all the studied variables. Teachers’ self-efficacy was found to have a more positive impact on enjoyment, including high feelings of enthusiasm, than on actual competence. Most of the respondents found it difficult to develop the new domains of STREAM, such as the reading and writing skills employed in science classes. It is essential for teachers in the KSA to increase their confidence and awareness of the positive effects of STREAM education on students.

Keywords

teacher self-effectiveness
21^st century skills
integrated STREAM
reading skills

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2606

https://doi.org/10.29333/ejmste/16071

Publication date: 03 Mar 2025

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Article Downloads: 13

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How to cite this article

APA

Alanazi, F. H., & Al-Zahrani, E. (2025). Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2606. https://doi.org/10.29333/ejmste/16071

Vancouver

Alanazi FH, Al-Zahrani E. Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study. EURASIA J Math Sci Tech Ed. 2025;21(3):em2606. https://doi.org/10.29333/ejmste/16071

AMA

Alanazi FH, Al-Zahrani E. Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study. EURASIA J Math Sci Tech Ed. 2025;21(3), em2606. https://doi.org/10.29333/ejmste/16071

Chicago

Alanazi, Fayadh Hamed, and Eman Al-Zahrani. "Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2606. https://doi.org/10.29333/ejmste/16071

Harvard

Alanazi, F. H., and Al-Zahrani, E. (2025). Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2606. https://doi.org/10.29333/ejmste/16071

MLA

Alanazi, Fayadh Hamed et al. "Examination of teachers’ self-effectiveness toward teaching integrated science, technology, reading, engineering, art, and mathematics: A cross-sectional study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2606. https://doi.org/10.29333/ejmste/16071