Empowering Masters of Creative Problem Solvers: The Impact of STEM Professional Development Training on Teachers’ Attitudes, Self-Efficacy, and Problem-Solving Skills

We aimed to explore the effects of hands-on STEM training on teachers' attitudes toward STEM, their self-efficacy in implementing STEM methodologies, and their problem-solving skills. Additionally, we explored teachers' professional competence in integrating STEM applications into their instructional practices and the impact of these applications on students' 21st-century skills. The study involved 30 in-service teachers participating in a STEM training program. A nested-methods approach was adopted, combining quantitative and qualitative analyses. Pre- and post-training data were collected using Likert-type scales measuring teachers' self-efficacy, problem-solving skills, and attitudes toward STEM. Additionally, semi-structured interviews were conducted after the training to capture teachers' perceptions and experiences. The findings indicated significant improvements in teachers' self-efficacy and problem-solving skills. Thematic analysis of interview data identified key factors influencing successful STEM implementation, including collaboration, technology integration, and social-emotional learning. Teachers also reported that the training positively influenced their students' problem-solving and critical thinking skills. This study highlights the importance of professional development in enhancing teachers' competencies for effective STEM education. The findings contribute to the literature by providing insights into teachers' first-hand experiences and perceptions regarding the impact of STEM training on their instructional practices and student learning outcomes.