"LEADING THE WAY FOR BETTER STEM EDUCATION: PERCEIVED LEADERSHIP, SELF-" by Celina Fayez Fanik Bray

Date Approved

6-16-2025

Embargo Period

6-16-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

Carmelo Callueng, Ph.D.

Committee Member 1

Eric Milou, Ed.D.

Committee Member 2

Zalphia Wilson-Hill, Ed.D.

Keywords

math;science;self-efficacy;STEM;teacher commitment;teacher leadership

Disciplines

Education

Abstract

This study investigated the relationships among leadership, self-efficacy, and commitment in STEM high school teachers. Grounded in social cognitive theory (Bandura, 1986) and self-determination Theory (Deci & Ryan, 1985), the study was guided by three hypotheses: (1) STEM teachers perceived leadership is significantly related to self-efficacy; (2) STEM teachers perceived leadership is significantly related to commitment to teaching; and (3) self-efficacy mediates the relationship between STEM teachers perceived leadership and commitment. This study employed a quantitative cross-sectional research approach that specifically used descriptive correlational design to examine possible relationships among perceived leadership, self-efficacy, and commitment in STEM high school teachers using data collected from valid and reliable measures. Data were collected from 63 STEM educators from an urban district through an online survey. Results confirmed all three hypotheses: (1) a significant positive correlation between teacher leadership and self-efficacy, (2) a significant positive correlation between teacher leadership and commitment, and (3) a significant partial mediation of self-efficacy on the relationship between teacher leadership and commitment. These findings underscore the importance of enhancing leadership and self-efficacy among STEM high school teachers to improve professional commitment, student outcomes, and school culture among others.

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Education Commons

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