EXPLORING TEACHERS’ AND ADMINISTRATORS’ PERCEPTIONS OF STEAM EDUCATION IN K-12 SCHOOLS AND ITS IMPLICATIONS ON THE DEVELOPMENT OF STEAM: AN EXPLANATORY SEQUENTIAL MIXED METHOD DESIGN

The purpose of this explanatory sequential mixed method design was to investigate, identify and document the similarities and differences in perceptions when implementing a STEAM (Science, Technology, Engineering, Arts, and Mathematics) education between teachers and administrators at the K-12 level. Throughout this process, teachers’ and administrators’ beliefs and perceptions towards STEAM instruction were analyzed to determine how they perceived, interpreted, implemented and sustained this new initiative. The problem, however, is that studies have demonstrated that educators have a limited understanding of STEAM content knowledge (CK), pedagogical content knowledge (PCK), as well as low self-efficacy in teaching STEAM concepts, which results in educators avoiding teaching a STEAM based education (Epstein & Miller, 2011). The sample for this research included educators that teach grades K-12 in a suburban region of New York that encapsulated 5 school districts. It also included school administrators (superintendents, assistant superintendents, principals, assistant principals, directors and department chairs) from elementary, middle and high schools in the same suburban, New York region as the teachers, within those same 5 school districts. All participants in this research (educators and administrators) were from a suburban region of New York that had a STEAM model within their district. Data collection and analysis consisted of the participants completing a STEAM Education Perception Survey, which was administered to participants anonymously through Survey Monkey, examined and then transferred into SPSS statistical analysis software. It also consisted of teacher and administrator interviews, in which the qualitative data was analyzed. This study revealed that ongoing and continuous efforts are needed in order to develop more effective methods for promoting the perceptions of STEAM education. This study is significant and has valuable implications to educators, administrators, researchers and policy makers in understanding the perceptions, experiences and challenges when integrating and implementing a STEAM curriculum. The findings of this study will seek to assist educators, researchers, school and district leaders and policy makers in identifying areas of strengths and weaknesses in relation to teachers’ and administrators’ pedagogical knowledge, CK, PCK, as well as their perceptions in connection to STEAM implementation