Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers

Integrated professional development for mathematics teachers: A systematic review

“…These findings suggest that professional development programs for STEM education among mathematics teachers can influence and improve mathematics achievement (Asempapa & Love, 2021;Berisha & Vula, 2021) and assist teachers in being able to understand students' ways of thinking (Aldahmash et al, 2019;Velasco et al, 2022). In addition, teachers can build meaningful STEM content knowledge (Berisha & Vula, 2021;Gardner et al, 2019) and support other teachers in improving their mathematics teaching practices (Brown et al, 2019;Saadati et al, 2021).…”

“…This statement is also supported by Lynch et al (2019), who argued that an effective professional program could change teachers' instructional approaches and practices, improving student achievement. Effective professional programs can also increase teacher self-efficacy, discipline, and satisfaction in implementing STEM-related teaching and learning (Al Salami et al, 2015;Saadati et al, 2021). The effectiveness of the professional programs conducted can also be seen by how they improve teachers' knowledge and skills in STEM curriculum innovation (Nesmith & Cooper, 2019).…”

“…Baker and Galanti (2017) and Mohammad Hasim et al (2022) claimed that a better designed and practical STEM professional program could change teachers' ways of thinking and enhance student learning. Saadati et al (2021) conducted a study related to STEM professional programs and emphasized the relationship between quality teaching and student learning outcomes. Gardner et al (2019) and Saadati et al (2021) observed improved student performance after teachers attended professional programs to enhance STEM integration practices.…”

“…Saadati et al (2021) conducted a study related to STEM professional programs and emphasized the relationship between quality teaching and student learning outcomes. Gardner et al (2019) and Saadati et al (2021) observed improved student performance after teachers attended professional programs to enhance STEM integration practices. As a result, knowledge in integrating STEM based on 21st-century learning can be developed in schools to serve as a model for other teachers.…”

“…Factors involving the teacher that influence the effectiveness of professional programs for STEM education have been discussed in numerous studies (e.g., Mohammad Hasim et al, 2022;Owens et al, 2019;Thibaut et al, 2018;Velasco et al, 2022). Researchers have noted some of these important factors, such as teacher involvement and motivation (Maass & Engeln, 2019;Saadati et al, 2021;Velasco et al, 2022), teacher commitment during activities (Al Salami et al, 2015;Owens et al, 2019;Thomson et al, 2020), teacher attitudes during and after professional programs (Aldahmash et al, 2019;Chai et al, 2020;Gardner et al, 2019), and teachers' self-efficacy regarding their ability to implement teaching based on knowledge and skills learned during a professional program (Aguirre-Muñoz & Pando, 2021;Al Salami et al, 2015;Nesmith & Cooper, 2019), but this list is not all-inclusive. In addition, the designed activities implemented during STEM professional programs must improve self-efficacy and teaching practices and support teachers' ability to integrate 228 STEM education in line with the goals of the curriculum.…”