Examining The Role of Head Teachers in Promoting STEAM Education at Elementary Level School Larkana

Abstract

This qualitative study explores the role of head teachers in promoting STEAM (Science, Technology, Engineering, Arts, and Mathematics) education at the elementary level in Larkana. The study highlights STEAM education as a framework for enhancing innovation, problem-solving and critical thinking. The research examines how head teachers promote STEAM education its implementation using their leadership strategies, management, and support to teachers. The research was conducted with five head teachers from elementary school Larkana. The Onion Model of research methodology was followed, and a phenomenological approach used to collect data. The interview from head teachers involved 20 semi-structured questions interviews with five head teachers from the Larkana district. Thematic analysis was used to interpret the data, to interpret the leadership strategies and practices supporting STEAM education are often influenced by contextual challenges such as rigid curriculum, insufficient resources, lack of workshop for head teachers and inadequate teacher training. The findings highlight the importance transformational leadership style and transactional (effective management) support in promoting STEAM education. The study offers further recommendations for leadership development, policymaking, and resource allocation to empower head teachers in promoting integrated, critical and creative school management.