Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Charlotte P. Holter

Keywords

Rural, Elementary, Teachers, STEM Professional Development, Education, Training

Disciplines

Education

Abstract

The purpose of this qualitative transcendental phenomenological study was to understand the lived experience rural elementary school teachers receiving STEM education, professional development, and training to provide high-quality STEM education to students at rural elementary schools. The theory guiding this research study was Ryan and Deci’s self-determination theory, which promotes autonomy, competence, and relatedness; when these factors are present, thereby teachers’ motivation and effectiveness in teaching STEM are enhanced. The central research question was: What are the lived experiences of rural elementary teachers concerning their preparedness to teach STEM subjects? This research study used a transcendental phenomenological qualitative design. This research study involved a small sample of rural elementary school teachers from two elementary schools in southwest Oklahoma, using interviews, document analysis, and observations to explore their lived experiences. Triangulation verified data credibility, while bracketing, member checking, and peer reviews reduced bias and ensured accuracy. This research showed the need for STEM education and training for rural elementary teachers. The study identified three core themes: lack of access to STEM professional development, funding and resources, and cultural barriers. Nevertheless, these teachers demonstrated intrinsic motivation to teach STEM, relying on self-initiative, resilience, commitment, and peer collaboration to improve student outcomes despite systemic challenges.

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