STEM education in early childhood: Teacher competence in relation to 21st century skills and professional competence

This quantitative study examines the relationship between preschool teachers' perceptions of possessing 21st-century skills, their professional development selfefficacy, and their level of STEM awareness. The sample consisted of 202 preschool teachers working in Malatya during the 2023–2024 academic year, selected through a purposive sampling method. Data were collected using the STEM Awareness Scale, the Professional Development Self-Efficacy Scale, the Perceived 21st-Century Skills Scale, and a Personal Information Form. The analysis revealed that teachers' levels of STEM awareness differed significantly based on the type of institution, educational background, and whether they had received STEM training. However, no significant relationship was found between STEM awareness and either age or years of professional experience. In addition, a positive and significant correlation was identified between STEM awareness and both professional development self-efficacy and perceptions of 21st-century skills. According to multiple regression analysis, the perception of possessing 21st-century skills was a significant predictor of STEM awareness, whereas professional development self-efficacy was not. These findings may inform the design of professional development programs aimed at enhancing preschool teachers' awareness of STEM education. Keywords: STEM, Preschool, 21st Century Skills, Professional Development