# Staying power in STEM teaching: A mixed-methods study of elementary teachers’ self-efficacy, burnout, and barriers to sustaining STEM instruction

Published in[Phoenix Scholar](/research/publications/phoenix-scholar.html)  
[Volume 9 Issue 1, Page 18](/research/publications/phoenix-scholar/vol-9-issue-1.html), Fall, 2026

https://doi.org/10.64657/WGAC4672

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## Authors

Danielle Kearns-Sixsmith, Ph.D.  
Nicole Baker, Ed.D.  
Jesse Fidelio Garza, Ph.D.  
Charlene Romer, Ph.D.

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## Abstract

This mixed-methods descriptive study examined in-service elementary STEM teachers about their experience in their roles, preparation, stressors, and supports, with particular attention to teacher self-efficacy, burnout risk, and workplace attrition pressures. Using Bandura’s Social Cognitive Theory, we explored the four sources of self-efficacy as mediators that influence teacher resilience and sustainability in STEM teaching roles. Eleven teachers completed a well-established and validated questionnaire (T-STEM) using Likert-scale efficacy items and reported on classroom practices through open-ended reflections. Reliability of scale and subscales were calculated using Cronbach’s alpha. Quantitative data were summarized by subscale means and a composite self-efficacy score. Qualitative data were thematically analyzed for first-order barriers (time, materials, support) and burnout cues.

Composite self-efficacy was moderate (M = 3.52/5). Teachers expressed confidence in continuing to make improvements in their STEM teaching (M = 4.00) and in welcoming questions from their students (M = 3.78), but uncertainty existed about, “knowing the steps to teach STEM” (M = 3.40) and “explaining why investigations work” (M = 3.30). Open-ended responses reflected chronic overload, role ambiguity, and resource gaps—conditions that align with known drivers of burnout and teacher attrition (Creagh et al., 2023).

Elementary STEM teachers’ self-efficacy interacts with burnout conditions imposed by time scarcity, inadequate materials, and inconsistent leadership support. Evidence from this study supports that reduction of first-order barriers is critical, not only for instructional improvement but also for retaining STEM teachers, by reducing burnout risk, and improving long-term workforce sustainability.

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