Perceived Teacher Efficacy from STEM and Design Professional Development: A Phenomenological Cross-Cultural Case Study of Elementary Educators.

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dc.contributor.advisorCameron Denson, Chair
dc.contributor.advisorLaura Bottomley, Member
dc.contributor.advisorTamecia Jones, Member
dc.contributor.advisorAaron Clark, Member
dc.contributor.authorBates, Daniel Gordon Mendiola
dc.date.accepted2025-11-24
dc.date.accessioned2025-12-10T13:30:19Z
dc.date.available2025-12-10T13:30:19Z
dc.date.defense2025-10-29
dc.date.issued2025-10-29
dc.date.released2025-12-10
dc.date.reviewed2025-11-05
dc.date.submitted2025-10-29
dc.degree.disciplineLearning and Teaching in STEM
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.descriptionNorth Carolina State University Theses Learning and Teaching in STEM.
dc.formatPh.D. North Carolina State University, 2025.
dc.identifier.otherdeg44115
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/46362
dc.titlePerceived Teacher Efficacy from STEM and Design Professional Development: A Phenomenological Cross-Cultural Case Study of Elementary Educators.
dcterms.extent1 online resource (x, 267 pages) : illustrations (some color)

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