Self-reported stem teaching competence among elementary in-service teachers: Evidence from Ho Chi Minh City, Vietnam

Teachers’ STEM teaching competence is important for the quality of STEM integration in primary schools. This study examined the self-reported level of STEM teaching competence among in-service elementary teachers in Ho Chi Minh City, Vietnam, to identify areas requiring further professional development support. A quantitative cross-sectional survey design was employed. The instrument was derived from a four-component STEM teaching competence framework and comprised 18 items assessed via a four-point Likert-type scale. To ensure the measurement’s quality, the instrument underwent expert reviews, pilot tests, and validation of reliability and validity. Data from 455 generalist elementary teachers across 15 primary schools were collected and analyzed using statistical and psychometric analyses. The CFA results supported the four-component structure of the instrument (χ²/df = 2.80, GFI = 0.912, TLI = 0.956, CFI = 0.963, RMSEA = 0.063). Overall, teachers reported a moderate level of competence across the four components. Teaching implementation had the highest mean score, while assessment and revision had the lowest. No statistically significant differences were found in STEM teaching competence based on gender or teaching experience. The findings highlight the need to strengthen lesson design and post-instruction assessment and revision in teacher professional development.