Abstract
The study aimed to explore the perceptions of Cataingan National High School STEM (Science, Technology, Engineering, and Mathematics) teachers on STEM teaching and the factors influencing them. Drawing on qualitative methodologies, the study gathered data from fourteen (14) STEM teachers. The researchers conducted in-depth interviews, analyzed the responses thematically, and derived theoretical insights from the findings. The study revealed that teachers believed that students in the STEM class were intelligent and expected high standards, leading to their perspective of being prepared and projecting authority while teaching. The teachers emphasized the importance of being well-prepared in teaching STEM subjects, attributing this need to the perception that STEM students are particularly bright. Factors such as limited resources, inadequate facilities, and insufficient learning materials were identified as challenges affecting the teaching, impacting their teaching effectiveness and delivery of lessons. The findings align with various theories, such as the Preparedness and Readiness Theory, the Triad of Teacher Confidence, Student Engagement, and Resource Accessibility in STEM teaching, and The Triple Nexus of STEM Teaching Excellence Theory. It is recommended that STEM teachers should focus on enhancing their teaching strategies to effectively engage students, and policy makers, educational stakeholders, and educational leaders should address the identified challenges by providing better learning materials and improving facilities to create a conducive learning environment for both teachers and students.
