Table 8 Questionnaire items addressing the latent variables

PEU1

I think that the engineering-focused courses in the Curriculum Guideline of the Technology Learning Field are easy to understand.

PEU2

I think that the engineering-focused courses in the Curriculum Guideline of the Technology Learning Field are easy to implement.

PEU3

I think that I can plan the delivery of the engineering-focused courses in the Curriculum Guideline of the Technology Learning Field.

PEU4

I think that I can develop appropriate engineering-focused teaching activities based on the Curriculum Guideline of the Technology Learning Field.

PEU5

I think that I can design appropriate engineering-focused learning assessments based on the Curriculum Guideline of the Technology Learning Field.

PU1

I think that understanding basic engineering concepts is necessary for all citizens in the modern world.

PU2

I think that every student should complete basic engineering courses.

PU3

I think that engineering-focused courses should be compulsory in high school.

PU4

I think that schools should encourage interested students to take engineering-focused courses.

BF1

I believe that engineering-focused courses help students apply scientific and mathematical principles.

BF2

I believe that engineering-focused courses help students develop problem-solving skills.

BF3

I believe that engineering-focused courses can help students understand the requirements of engineering-related careers.

SN1

I will teach engineering-focused courses because this is a requirement of the educational authorities (e.g., the Ministry of Education and county or city education department).

SN2

I will teach engineering-focused courses because this is a requirement of school administrators (e.g., principals, academic directors).

SN3

I will teach the engineering-focused courses because this is a requirement for joint lesson preparation with other teachers and tutors.

SN4

I will teach engineering-focused courses based on advertisements in mass media

(e.g., newspapers, magazines, television, internet).

PBC1

I can develop or tailor my teaching activities based on students’ interest in engineering-focused courses.

PBC2

I can devise content for engineering-focused courses according to students’ experiences in daily life.

PBC3

I can teach engineering-focused courses in collaboration with interdisciplinary teachers.

PBC4

I can teach engineering-focused courses involving student projects.

PBC5

I can teach students to apply relevant scientific and mathematical knowledge through engineering experiments.

PBC6

I can teach students engineering design skills through hands-on activities.

BI1

To implement the engineering-focused curriculum, I will participate in the PDP.

BI2

I am willing to implement the engineering-focused curriculum in my classes.

BI3

I intend to plan my teaching based on the engineering-focused curriculum.

BI4

I intend to teach based on the engineering-focused curriculum.

BI5

I intend to design learning assessments based on the engineering-focused curriculum.

SRB1

I have already participated in the PDP.

SRB2

I have already implemented the engineering-focused curriculum in my teaching.

SRB3

I have already planned my teaching based on the engineering-focused curriculum.

SRB4

I have already taught based on the engineering-focused curriculum.

SRB5

I have already designed student evaluations based on the engineering-focused curriculum.