Does training improve the action research skills of STEM teachers? Examining the mediating roles of attitude and knowledge

Abstract

Professional development programs are essential for supporting STEM teachers in improving their teaching practices by creating engaging and effective learning experiences for students. One of the professional development programs referred to is their participation in action research training. However, while there is a growing number professional development program relating to it, there is no substantial amount of reports regarding its impact toward developing teachers' action research attitude, knowledge, and skills. In this regard, this study aims to empirically investigate the influence or impact of training programs on the development of STEM teachers' action research skills, knowledge, and attitude. Driven by Evans' (2014) concept of professionalism and professional development as a guiding framework, a structural model was proposed and validated using a quantitative cross-sectional survey design. There were 214 STEM teachers who participated in an online survey. Results revealed that from five hypotheses proposed in the structural model, four are supported except the causal path between training and action research skills. The paths between training to action research knowledge and attitude are supported as well as the paths between action research knowledge and attitude to skills. This indicates that teachers’ action research knowledge and attitude fully mediate the causal path between training and action research skills. The findings of this study imply that the focus of the training programs should go beyond the mechanical aspects or skills development of teachers but on developing their knowledge and shaping a positive attitude toward action research. Over time, both provide an enabling environment to practice and develop action research skills. The finding also offers a new perspective or guiding framework as to how teacher training programs particularly action research can be evaluated.