Hong Kong Primary and Secondary School Teachers' STEAM Teaching Self-Efficacy Questionnaire

Dear Teachers,
Hello! This questionnaire aims to understand Hong Kong primary and secondary school teachers' self-efficacy in teaching during the promotion of STEAM education, as well as school support, teaching effectiveness, and professional development.

This questionnaire is conducted anonymously. The data will be used for research purposes only and will not be used for individual assessment. Please answer based on your actual teaching experience and feelings.

Target Respondents
Teachers who have participated in any of the following teaching tasks or activities are eligible to complete this questionnaire:

STEAM curriculum teaching
Cross-disciplinary project learning
Coding, Artificial Intelligence (AI), design and making, or innovation and technology activities
STEAM competitions, visits, exhibitions, or extended learning activities

Your gender:

Male

Female

The education level you teach:

Primary

Junior Secondary

Senior Secondary

Other:

Category of your school:

Your current main teaching subjects (multiple selections allowed):[Multiple]

Your current role(s) (multiple selections allowed):[Multiple]

Your years of teaching experience:

0–3 years

4–9 years

10–19 years

20 years or above

Your years of experience in STEAM teaching or activities:

Less than 1 year

1–3 years

4–6 years

7 years or above

Have you attended training related to STEAM, innovation and technology education, coding, Artificial Intelligence (AI), or project learning?

Yes

I possess the basic science knowledge required to implement STEAM teaching.

I possess the basic mathematics knowledge and thinking methods required to implement STEAM teaching.

I possess basic knowledge related to design, making, and engineering thinking.

I possess basic knowledge of integrating digital technology tools into teaching.

I possess basic knowledge of integrating Artificial Intelligence (AI) into subject teaching.

I can explain the relationship between technology and daily life and social development.

I have the ability to master sufficient interdisciplinary knowledge to support STEAM teaching.

I understand how to design STEAM learning activities that suit my school students' abilities and ages.

I understand how to organise STEAM learning activities through inquiry-based learning, project learning, or problem-based learning.

I can transform abstract concepts into tasks or learning contexts that students can easily understand.

I understand how to balance knowledge, skills, and attitude development in STEAM teaching.

I understand how to guide students in collaboration, discussion, testing, and improvement.

I understand how to guide students through the entire learning process through project learning or product design tasks.

I understand how to assess students' performance and outcomes in STEAM learning.

I can design school-based STEAM units or activities in line with the school curriculum arrangements.

I can meaningfully connect the content of my teaching subject with other subjects.

I can design cross-disciplinary project learning curricula that integrate knowledge from different subjects into real-world problem contexts.

I can design cross-disciplinary project learning with real-life issues as themes.

I can appropriately integrate coding, AI, design and making, or data application into the curriculum.

I can adjust the requirements and difficulty of learning tasks according to student diversity.

I can continuously optimise existing STEAM lesson plans or learning activities.

I can effectively organise students to conduct experiments, making, testing, and improvement.

I can advance STEAM activities to achieve learning objectives within limited lesson time.

I can handle difficulties related to equipment, time, and student diversity during the teaching process.

I can arrange for students to go beyond the classroom and collaborate with the community or enterprises for extended learning.

I can guide students to revise their solutions from failure experiences.

I can encourage students to try different problem-solving methods and creative ideas.

I can balance classroom management with open-ended inquiry learning.

I can make good use of existing school resources to support STEAM teaching.

I can promote cross-disciplinary teaching through collaboration among different subject groups within the school.

I can use e-learning platforms or digital resources to support student learning.

I can integrate STEAM competitions, visits, or exhibition activities with classroom learning.

I can bring in external or community resources to expand students' learning space.

I can adjust teaching arrangements according to school venue, budget, and lesson time constraints.

I can liaise with external organisations or partners to support the school's STEAM development.

I can enhance students' interest in STEAM learning.

I can enable students of different abilities to participate in STEAM learning.

I can help students build confidence in solving real-world problems.

I can promote students to take responsibility in group collaboration.

I can help students apply what they learn in the classroom to daily life.

I can maintain students' learning motivation when they encounter difficulties.

I believe my STEAM teaching can enhance students' inquiry ability.

I believe my STEAM teaching can enhance students' interdisciplinary integration ability.

I believe my STEAM teaching can enhance students' creativity and design improvement ability.

I believe my STEAM teaching can enhance students' ability to use technology tools for learning.

I believe my STEAM teaching can enhance students' classroom participation.

I believe my STEAM teaching can cultivate students' positive attitudes towards innovation and technology-related learning.

I believe my STEAM teaching can cultivate students' ability to use Design Thinking to solve real-world problems.

School management values STEAM education development.

The school has a clear direction and development plan for STEAM teaching.

The school is willing to provide lesson time, resources, or administrative support.

The school has established cross-disciplinary collaboration or co-planning mechanisms.

The school has set up dedicated structures such as a STEAM Coordinator or STEAM teaching research group.

The school encourages teachers to try innovative teaching.

The school provides appropriate venues, equipment, or digital devices.

The school values STEAM learning experiences beyond the classroom.

The school has established dedicated STEAM rooms/laboratories (e.g., STEAM, AI, or innovation and technology laboratories).

The school can collaborate with universities, professional bodies, or community partners.

The school can provide students with opportunities and support to participate in internal and external STEAM competitions.

Students are generally willing to participate in STEAM-related activities.

Parents generally support students' participation in STEAM learning.

Students are generally happy to participate in the STEAM learning activities I design.

Students have made significant progress in inquiry, collaboration, product design, or problem-solving.

Students' performance in completing works, project learning, or outcome presentations meets expectations.

My STEAM teaching work is recognised by colleagues or the school.

I believe I have achieved tangible results in promoting STEAM teaching.

1.Number of relevant training sessions attended in the past two years:

2.Frequency of co-planning/exchanging STEAM teaching with school colleagues in the past two years:

3.Frequency of exchanging relevant experience with external peers or professional bodies in the past two years:

4.Experience and gains from relevant training attended in the past two years:[Multiple]

The training content I attended was relevant to my teaching needs.

The training helped me translate concepts into classroom practice.

The training helped me master new tools, new resources, or new strategies.

After training, I had opportunities to practise and share at school.

I hope to receive more training support related to classroom practice, curriculum design, and assessment in the future.

The school has mechanisms to support me in applying what I learned from training to school-based curriculum or teaching practice.

1.What do you think is the area that teachers most need to strengthen when Hong Kong schools promote STEAM education?

2.What support do you think schools most need to provide?

3.What suggestions do you have for future teacher professional development or training arrangements?

4.In the face of the rapid development of global Artificial Intelligence, what challenges do you think Hong Kong's STEAM teaching most needs to address?