Abstract

This article reports an exploratory quantitative field survey of teachers’ perceptions of STEM integration in Israeli technological education. The study analyzed 589 complete questionnaire responses from in-service teachers who participated in a programme-linked STEM and technological education context. The questionnaire examined pedagogical perceptions, engagement and motivation, innovative pedagogy, future readiness, implementation-related perceptions, and strategic support for STEM integration. After psychometric screening, these dimensions were treated as exploratory composites rather than validated latent constructs. The final measurement model showed acceptable to excellent internal consistency (Cronbach’s alpha = .75-.91), after Q16 was removed from the future-readiness composite and Q22 was reverse-coded according to its original negative wording. Descriptive findings indicated stronger endorsement of classroom-proximal dimensions, particularly engagement and innovative pedagogy, than of broad future-readiness claims. Group differences were observed across age, teaching experience, and academic qualification, but interpretation is bounded by the non-probability, programme-linked sampling frame. Welch ANOVA and Games-Howell comparisons were used where variance homogeneity was violated. Hierarchical regression with dummy-coded demographic controls showed strong within-questionnaire associations between strategic support for STEM and both innovative pedagogy and implementation-related perceptions. The negative adjusted coefficient for future readiness was interpreted as a suppression pattern under substantial overlap with implementation-related perceptions, not as a substantive negative relationship. The findings suggest that teacher support for STEM depends less on reform rhetoric alone and more on whether STEM is experienced as pedagogically usable, professionally credible, and organizationally feasible in school practice.