Taiwanese Preservice Teachers’ Science, Technology, Engineering, and Mathematics Teaching Intention

Abstract

This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139) collected information on the behavioral intention of preservice science teachers engaging in STEM education. Data were analyzed using descriptive statistics, path analysis, and analysis of variance. Results revealed that, in terms of direct effects, higher perceived behavioral control and subjective norms were associated with stronger STEM teaching intention. More positive attitude and greater knowledge were indirectly associated with higher subjective norms and perceived behavioral control, which resulted in stronger STEM teaching intention. Additionally, gender did not affect preservice teachers’ intention to adopt STEM teaching approaches. However, preservice teachers whose specialization was in different fields tended to influence their knowledge and perceived behavioral control; these issues require further investigation.