Directive leadership and contextual support on students' interest in STEM disciplines: a systematic review

Abstract

Purpose: to examine various studies on directive leadership and contextual support in students' interest for STEM disciplines.

Methodology: 35 articles were selected from databases such as ERIC, SCOPUS, DOAJ, Redalyc, Springer, and Google Scholar, published between 2018 and 2024. Inclusion criteria included English and Spanish language, with a focus on STEM-related themes and high-quality information.

Results: 68.6% of the literature focuses on contextual support for students' interest in STEM careers, while only 31.4% is related to leadership. Additionally, the country with the highest number of studies is the United States.

Implications: Several contextual variables (environmental, social, cultural, economic, and educational) influence interest in STEM careers, some of which correlate with leadership. Effective leadership is crucial for promoting STEM programs and supporting optimal teaching and learning experiences for students. However, there is a notable gap in research in leadership.

Originality: Further studies should focus on school directors' leadership in the STEM field and its impact on students' interest in these disciplines. This study contributes to expanding literature, understanding leadership across different countries, and identifying common or differing variables on a global scale.