Curriculum Alignment and Efficacy Beliefs of STEM Teachers

This study was undertaken as an attempt to determine the efficacy beliefs of selected STEM teachers and their role in the alignment of the intended, enacted and received Grade 11 science curriculum. To thoroughly examine the STEM curriculum and teaching efficacy beliefs, a descriptive case study utilizing both qualitative and quantitative strategies was used. Qualitative strategies used were observation, interview and document analysis while quantitative strategy was used in the analysis of the responses of the participant to the questionnaire checklist. Three STEM teachers from Angono National High School – Senior High School Department were selected purposively. Convenience sampling was used to identify the class of each STEM teacher participant for observation. Based on the data gathered and analyzed there is high degree of alignment between the enacted and intended curriculum, and received and intended curriculum from the three STEM teaching cases. These alignments from the three STEM teaching cases were all possible because of the appropriate enacted curriculum of the STEM teachers. There was a high degree of personal teaching efficacy beliefs and outcome expectancy beliefs identified from the three STEM teaching cases. The teachers who hold high efficacy beliefs provide more congruent alignment of the intended, enacted and received curriculum.