Hong Kong Science In-service Teachers' Behavioural Intention towards STEM Education and Their Technological Pedagogical Content Knowledge (TPACK)

Abstract

Incorporating STEM education into K-12 has become an important trend in various international cities, including Hong Kong. One of the key factors ensuring effective implementation of STEM education is the readiness and willingness of teachers. However, the literature review of this study finds that there is limited research on investigating in-service science teachers' intention to teach STEM and the potential factors influencing their intention, such as technological pedagogical content knowledge (TPACK). This study adopted a quantitative approach to investigate 30 Hong Kong in-service science teachers by using partial least square structural equation modelling (PLS-SEM) on an extended theory of planned behaviour (TPB) framework. The results showed that Hong Kong science in-service teachers have a positive behavioural intention towards STEM education and a high level of TP ACK. Both statistics had an average score higher than the mid-points. Teachers' intention and TPACK levels were found independent of the factors like gender, years of teaching and major subject taught. Furthermore, this study found that attitude and technological knowledge have strong influences on teachers' behavioural intention, while other factors, including subjective norms and perceived behavioural control, have little influence. Research with richer samples is recommended to give policymakers more information on that critical issue.