Skip to main content
International Journal of STEM Education

Table 10 Correlations between implementation of EBIPs, perceived barriers to implementation, and professional identity

From: The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

 

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

1. Low EPIB

x

             

2. Mod EPIB

.293*

x

            

3. High EBIP

.195

.219

x

           

4. % Dissatisfied

− .060

− .164

− .004

x

          

5. Student Bar.

− .193

.064

− .021

.307*

x

         

6. Dept. Bar.

− .034

− .013

.032

.170

.092

x

        

7. Beliefs Bar.

− .220

− .267*

− .012

.341**

.358**

.308**

x

       

8. Supports Bar.

− .129

− .050

− .031

.161

.124

.804**

.322**

x

      

9. Prior Exp. Bar.

− .075

.015

.012

.340**

.264*

.120

.193

.217

x

     

10. Work Identity

.067

− .052

.041

.006

.004

− .373**

.052

− .346**

− .029

x

    

11. Self-Teaching

.378**

.157

.202

− .152

− .057

− .110

− .238*

− .165

− .040

.300*

x

   

12. Self-Research

− .060

− .135

− .106

− .008

.018

− .117

.014

− .159

.068

.502**

.044

x

  

13. Skill-Teaching

.404**

.235

.120

.001

.076

− .084

− .166

− .207

.009

.187

.754*

.004

x

 

14. Skill-Research

.023

− .164

− .154

− .040

.009

− .189

.025

− .258*

.005

.497**

.107

.903**

.068

x

  1. * Significant, p < .05, ** significant, p < .01. Significant correlations are italicized
Back to article page