A Multilevel Analysis of Malleable School and Teacher Factors Contributing to Middle Grades' Teachers Use of Effective STEM Practices

The growth of a STEM-focused economy has intensified the focus on developing kindergarten through grade 12 (K-12) students' STEM competencies and on the STEM practices of K-12 STEM teachers. The present study utilised secondary analysis of nationally-representative STEM teacher survey data to examine the ways in which middle grades teachers' perceptions of their instructional practices are impacted by the contexts in which teachers work. Statistically significant school- and teacher-level predictors in all areas of the "Supportive Contexts for Teachers' Learning (SCTL) framework" suggest that building teachers' professional capacity, providing coherent instructional guidance, leadership, and provision of adequate time and funding are impactful areas of study for those seeking to improve middle grades STEM instruction. This study's focus on a core set of malleable factors has the potential to provide actionable information to middle grades district and school personnel on what levers can be adjusted to improve STEM teaching and learning.