Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey – Mathematics Teachers
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The Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey – Mathematics Teachers is intended to measure changes in math teachers’ confidence and self-efficacy in STEM subject content and teaching, use of technology in the classroom, 21st century learning skills, leadership attitudes, and STEM career awareness.
The Friday Institute grants you permission to use these instruments for educational, noncommercial purposes only. You may use an instrument as is, or modify it to suit your needs, but in either case you must credit its original source. By using this instrument you agree to allow the Friday Institute to use the data collected for additional validity and reliability analysis. The Friday Institute will take appropriate measures to maintain the confidentiality of all data.
Recommended citation for this survey:
Friday Institute for Educational Innovation (2012). Teacher Efficacy and Attitudes Toward STEM Survey-Mathematics Teachers, Raleigh, NC: Author.
The development of this survey was partially supported by the National Science Foundation under Grant No. 1038154 and by The Golden LEAF Foundation.
The framework for part of this survey was developed from the following sources: Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teachers science teaching efficacy belief instrument. Science Education, 74(6), 625-637. doi: 10.1002/sce.3730740605