Understanding School Principals' Perspectives on STEM Education: A Qualitative Study in Turkish Schools

This study aims to examine the perspectives of school principals working in secondary and high schools regarding STEM education. Employing a phenomenological research design, the study was conducted with 12 school principals, and data were gathered through semi-structured interviews. The collected data were analyzed using content analysis. The findings reveal that although principals’ awareness of STEM education has increased, their conceptual understanding remains fragmented. Principals generally perceive STEM as a contemporary pedagogical model that fosters 21st-century skills such as problem solving, analytical thinking, creativity, and collaboration. Nevertheless, significant barriers to effective implementation were identified, including shortages of instructional materials, limited teacher competencies, and time constraints. While technology competitions were acknowledged as enhancing student motivation and supporting more enduring learning, concerns were raised regarding cost and sustainability. Teachers were described as demonstrating positive attitudes toward STEM; however, their limited knowledge and experience were found to restrict effective practice. Furthermore, out-of-school STEM activities were considered valuable for students’ academic and social development, yet challenges related to accessibility and continuity were noted. Overall, the study concludes that the institutionalization of STEM education requires strengthening the leadership roles of principals, supporting teachers’ professional development, expanding access to out-of-school learning environments, and designing flexible yet standardized implementation plans.