Elementary Teachers’ Experiences Maintaining Student Engagement During STEM Activities

Abstract

This hermeneutic phenomenological study examined elementary teachers’ lived experiences maintaining student engagement and motivation during STEM activities. Ten elementary educators from across the United States participated in individual interviews, reflective writing, and focus group discussions. Data were analyzed using thematic analysis to identify common patterns and shared meanings across participant experiences. Findings revealed that student engagement was strongest when instruction was hands-on, student-centered, and connected to real-world applications. Teachers emphasized the importance of inquiry-based learning, collaborative problem-solving, and instructional flexibility in fostering motivation. Participants also identified challenges related to limited instructional time, access to resources, and inconsistent professional development. Teacher self-efficacy emerged as a critical factor influencing instructional practices and student engagement. Implications suggest the need for sustained professional learning opportunities, administrative support, and instructional environments that empower both teachers and students. These findings highlight the central role of elementary educators in creating meaningful STEM learning experiences and underscore the importance of systemic supports to strengthen engagement and instructional effectiveness.