Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach

Tommy Tanu Wijaya, Peijie Jiang (), Mailizar Mailizar () and Akhmad Habibi
Additional contact information
Tommy Tanu Wijaya: School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
Peijie Jiang: School of Mathematics and Statistics, Hunan Normal University, Changsha 410081, China
Mailizar Mailizar: Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
Akhmad Habibi: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jambi 36122, Indonesia

Sustainability, 2022, vol. 14, issue 16, 1-24

Abstract: The integration of STEM education has been promoted to improve the quality of education in the 21st century, with its usage leading to emphasis on the factors influencing the intentions of preservice teachers. Therefore, this study aims to determine the factors influencing preservice teachers’ intentions, as well as the effects of gender and age on the implementation of STEM education. The Theory of Planned Behavior (TPB) was adopted to predict the relationship between knowledge, social influence, attitude, perceived usefulness, control, and behavioral intention (BI) of using STEM education among preservice secondary school teachers. A total of 30 item questionnaires on behavioral intentions were distributed to 201 respondents, with data being analyzed using the Structural Equation Model (SEM). The results showed that perceived usefulness had a positive significance, and a relationship with the attitudes of preservice teachers toward STEM education. Habit had a positive significance in influencing teachers’ behavioral intentions and implementation. Subjective norms did not have a significant correlation with BI and implementation. These results are recommended for providing solutions to analytical problems, and to successfully improve future learning through an educational approach.

Keywords: preservice teacher; STEM education; structural equation model; behavioral intention; perception (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
https://www.mdpi.com/2071-1050/14/16/9925/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/16/9925/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:16:p:9925-:d:885673

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().