Bridging the Gap: Enhancing STEM Teacher Training Through a Mixed-Method Study of Teacher Confidence, Self-Concept, and Self-Efficacy in Technology Education

Technology's growing impact is spreading across all aspects of our society, including the realm of K12 education. Past research has mainly focused on STEM subjects, often overlooking the aspects of technical understanding, artifact functionality, design, and problem-solving. As a result, there is a lack of consistent standards in the definition, aims, and implementation of technology education, which affects teachers' competence and confidence in teaching technology. Recognizing this research gap, this study examines first the relationship between teachers' confidence in working with technology and its direct influence on their perceived self-concept of technological skills and, consequently, the overall impact on their self-efficacy in the technological field. We report on quantitative and qualitative data from surveys and interviews from N = 16 German teachers in public primary schools. The results indicate that teachers with low levels of anxiety in working with technology tended to think of themselves as more competent in that area. The findings underpin how confidence in using technology plays a pivotal role in shaping teachers' perceptions of their technological skills, ultimately impacting their confidence in effectively teaching technology-related topics. By highlighting these connections, our study aims to contribute to the research regarding the development of teacher training programs and improve the quality of STEM education.