Principals' Leadership Content Knowledge in <scp>STEM</scp> contexts

Abstract In this paper we consider the nature of school principals' leadership content knowledge (LCK) for STEM subjects and for integrated STEM. We present a conceptualisation of STEM LCK based on aspects of principals' STEM capability and consideration of the differences between LCK and pedagogical content knowledge. Drawing on research conducted as part of the Principals as STEM Leaders project, we report findings concerning principals' LCK based on the analysis of principals' contributions to this research by way of 87 survey responses and 37 interviews. Findings include that participating principals demonstrated little evidence of STEM discipline and integrated knowledge and practices but exhibited positive dispositions towards STEM teaching and learning. We conclude that LCK is a useful conceptual tool for promoting principals' STEM capability and offer directions for future research in the area.