Teachers' Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering, and Mathematics Education

The study aimed to validate a measure of teachers' self-efficacy in implementing integrative science, technology, engineering, and mathematics (STEM) education-the Technological Pedagogical STEM Knowledge Survey (TP-STEMK)-in a sample of 235 teachers in Hong Kong. Confirmatory factor analysis (CFA) was conducted to test TP-STEMK's measurement validity, while structural equation modeling (SEM) was performed to examine the interrelationships among its factors. Results of the CFA showed that the four-factor model of TP-STEMK composed of self-efficacy for technological pedagogical mathematics knowledge (TPMK), technological pedagogical science knowledge (TPSK), technological pedagogical engineering knowledge (TPEK), and integrative STEM (iSTEM) has good fit to the data, providing support for its measurement validity. Moreover, results of the SEM revealed that TPMK, TPSK, and TPEK significantly and positively predicted iSTEM, with TPMK as the strongest predictor. Hence, the study was able to extend the validity of the TP-STEMK to a sample of teachers in Hong Kong.