An examination of classroom teachers' in-class STEM practices and 21st century skills self-efficacy perceptions with respect to various variables and teacher opinions

The objective of this study is to ascertain primary school teachers' self-efficacy with regard to STEM classroom practices and their perceptions of 21st-century skills self-efficacy. The present study will examine the relationship between these concepts and will also gather teachers' views on these issues. The present study employed a mixed research method and was conducted with 414 classroom teachers working in official primary schools located in the provincial centers of Edirne, Kırklareli, and Tekirdağ. Quantitative data were collected using a "Personal Information Form", " STEM Intra-Class Practice Self-Efficacy Perceptions Scale" and "21st Century Skills and Competences Scale Directed at Teaching Candidates". The collection of qualitative data was carried out using a semi-structured interview form that had been meticulously prepared by the researcher. In order to achieve the objectives of the study, interviews were conducted with a total of 18 classroom teachers, 6 from each of the provinces of Edirne, Kırklareli, and Tekirdağ, and the interviews were recorded. For the purpose of analyzing quantitative data, IBM SPSS 27.0 software was employed to perform the following analyses: descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), correlation analysis, and regression analysis. The analysis of qualitative data was conducted using MAXQDA 2020 software, which facilitated the execution of content analysis. The study revealed that primary school teachers exhibited high levels of self-efficacy perceptions regarding STEM classroom practices and 21st-century skills, with no statistically significant differences observed in relation to gender and education level variables. However, statistically significant differences were identified in relation to professional experience, STEM education knowledge, the incorporation of STEM activities in lessons, and familiarity with 21st-century skills. The study also revealed that there were positive, moderate, and significant relationships between primary school teachers' perceptions of self-efficacy in STEM classroom applications and their perceptions of self-efficacy in 21st-century skills. The findings of the regression analysis indicate that primary school teachers' self-efficacy in regard to 21st-century skills significantly predicts their perceptions of self-efficacy in the context of classroom applications in STEM subjects. The analysis of the qualitative data yielded findings that indicated an overarching association between STEM education and creativity, learning by doing and experiencing, the development of problem-solving skills, and technological competence. Furthermore, educators have asserted that the incorporation of STEM activities in the classroom fosters the development of critical thinking and creativity skills, promotes sustained learning, and enhances the engagement of students in their education. In contrast, educators identified a need to enhance their technological literacy, media literacy, problem-solving skills. Furthermore, the participants expressed a strong interest in participating in in-service training programs with a focus on STEM and 21st-century skills. However, observations indicate that teachers' collaboration with their colleagues in the context of STEM and 21st-century skills is limited. This situation is attributed to a lack of knowledge and experience, as well as a tendency toward individual work. Recommendations were developed for researchers and practitioners that were informed by the insights provided by teachers. When quantitative and qualitative findings are evaluated together, it is seen that classroom teachers need support and guidance during the implementation process despite feeling competent. In this regard, it is recommended to increase comprehensive in-service training on STEM and 21st-century skills, provide structural arrangements that will enhance collaboration among teachers, and make materials and resources that support classroom practices accessible. The research reveals both the strengths and areas for improvement of classroom teachers in the process of adapting to contemporary educational approaches from a holistic perspective.