The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies

International Journal of STEM Education

Table 4 Effect of STEM pedagogy learning and its interaction with PD duration

Models	Regression component	β	SE	95% CI
1	Constant	1.87***	0.50	[0.90, 2.84]
1	Received STEM pedagogy learning	− 1.46**	0.56	[− 2.55, − 0.37]
2	Constant	5.48***	0.63	[4.24, 6.71]
	PD duration	− 0.23***	0.04	[− 0.30, − 0.16]
	STEM-focused pedagogy learning	− 5.41***	0.64	[− 6.67, − 4.16]
	PD duration* STEM-focused pedagogy learning	0.24***	0.04	[0.17, 0.31]

*p < 0.05, **p < 0.01, and ***p < 0.001. The reference group for Model 1: teachers who did not receive STEM-focused pedagogy learning in PD. Coding for STEM-focused pedagogy learning in Model 2: 0 = no STEM pedagogy training received; 1 = STEM pedagogy training received