Abstract
To remain competitive in the educational market, Catholic elementary schools are exploring alternatives, such as STEM education, to incorporate into their learning environments. In this qualitative phenomenological study, 16 interviews were conducted in Catholic elementary schools to understand their perspectives on developing and implementing a STEM program. The experiences of a pastor, three principals, two STEM coordinators, six teachers, and four community stakeholders were analyzed. Eight themes emerged: (a) shared leadership, (b) professional development, (c) curriculum and instruction, (d) STEM program evaluation, (e) STEM culture, (f) enhanced interest in innovation, (g) strategic planning, and (h) the COVID effect. Recommendations focus on developing a STEM committee/assigning a STEM coordinator, designing professional development centered on STEM, establishing program evaluation and stakeholders’ feedback, engaging in STEM strategic planning, and creating a STEM culture. The findings could help Catholic school leaders to develop and implement a STEM program.
Keywords: Catholic schools, Catholic education, Catholic identity, STEM, STREAM, shared leadership, stakeholder engagement