UNMASKING THE EFFECTS OF TEACHERS WHISTLEBLOWING SOME ATTRIBUTES ON IMPLEMENTING STEM EDUCATION: NATIONAL CURRICULUM DOCUMENT 2006 PERSPECTIVE

Abstract

Abstract Purpose of the study: The purpose of the current research was to measure the effect of teachers self-efficacy, locus of control, and emotional labour on implementing STEM education, focusing on national curriculum document 2006 concerns/guidelines. The researchers enthusiastically explored and reported actual situations happening to implement STEM Education in male public sector primary schools of district Lahore, Punjab province of Pakistan. Methodology: The researchers structured quantitative leading to ex post facto research focusing positivist paradigm on a sample randomly selected 530 participants. The researchers administered Henson (1999) Sources of Self-efficacy Inventory, Rose and Medway (1981) Locus of Control Scale, Çukur (2009) Teachers Emotional Labour Scale, Nistor et al. (2018) Teachers questionnaire on STEM Education Practices and self-constructed questionnaire on national curriculum document 2006 based concerns/guidelines on STEM Education, to collect the data from male primary schools teachers working in public sector schools of Lahore. The researchers run regression analysis and Pearson Product Moment Correlation (r) to analyze the data. Main findings: Findings of the current research revealed that teachers self-efficacy have affected 82.90%, locus of control 65.60%, emotional labour 70.50% and national curriculum document 2006 have affected 28.10% on implementing STEM education. Moreover, a significant strong relationship existed between self-efficacy and STEM education (r = .910**, n = 528, p < .05), locus of control and STEM education (r = .873**, n = 528, p < .05), emotional labour and STEM education (r = .840**, n = 528, p < .05) and a significant and weak association yield between national curriculum 2006 concerns and STEM education (r = .002**, n = 528, p