Cultivating culturally responsive self-efficacy in South Korean pre-service STEM teachers: Addressing skill shortages in education

Abstract

This study explores the development of self-efficacy in cultural responsiveness among pre-service STEM educators in South Korea, addressing the global trend of teacher shortages in STEM fields. Despite South Korea’s strong record in teacher recruitment and competitive salaries, challenges persist, including an aging teacher population, job dissatisfaction, and the allure of industry roles. These issues are compounded by the lack of culturally responsive elements in teacher training, which are essential for meeting the needs of an increasingly diverse student body. This study employs the self-efficacy theory to examine personal and environmental factors influencing pre-service teachers’ confidence in cultural responsiveness and leadership. Data were collected through interviews and focus group discussions with 15 pre-service science, technology, engineering, and mathematics (STEM) educators. The analysis revealed a lack of formal training in culturally responsive pedagogies and an examination-oriented curriculum. Positive influences, such as reflective practices and work-integrated learning, were crucial for fostering self-efficacy. The findings suggest that reforming teacher education to incorporate culturally responsive practices is vital for addressing the teacher shortage and aligning with sustainable development goal 4’s emphasis on quality education and cultural diversity.