*** Questionnaire data on Scale for Evaluating STEM Teachers' Identity ***
Authors: Lin Yanga#, Pengze Wub#, Xueqi Xuc* and Xuerou Yinc
a Center of Network and Modern Educational Technology, Guangzhou University, Guangzhou, China; b School of Information Technology in Education, South China Normal University, Guangzhou, China; c School of Education, Guangzhou University, Guangzhou, China

# Joint first author: Pengze Wu

*Corresponding author: Xueqi Xu
xuxq@e.gzhu.edu.cn, 230 Wai Huan Xi Road, Guangzhou Higher Education Mega Center, Guangzhou 510006 P.R.China
Contact information: xuxq@e.gzhu.edu.cn

***General Introduction***
This dataset contains data collected during the STEM Teachers' Identity experiment at Guangzhou University (from December 20, 2023, to January 8, 2024).This work was supported by the Humanities and Social Sciences Research Planning Fund of the Ministry of Education of China under Grant 24YJA880075; and the Philosophy and Social Science Planning Project in Guangdong Province under Grant GD24CJY19.

• Description and Format: The dataset is divided into two excel tables in .xlsx format. The file "The first round (from December 20, 2023, to December 27, 2023), 233 valid questionnaires" is the data collected for the first time, and the file "The second round (from December 28, 2023, to January 8, 2024), 302 valid questionnaires" is the data collected for the second time. The data collection time and the number of valid samples collected for these two tables are shown in the file names.
• Contact information: xuxq@e.gzhu.edu.cn

***Methodological information***
• Data for this study were collected through the ‘Wenjuanxing’ online survey platform in two rounds, resulting in a total of 561 completed questionnaires. After preliminary screening of missing or meaningless data records through the ‘Wenjuanxing’ online survey platform, 535 valid data records were left.
• Full names and definitions (spell out abbreviated words) of column headings for tabular data: The questionnaire consists of two parts: (1) basic Information, including demographic details such as gender, age, years of STEM teaching experience, subjects taught, and professional categories; and (2) the STEM Teacher Identity Scale. This scale comprised the eight sub-dimensions proposed in this study. It included 40 items and uses a 5-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Among them, index represents the sample sequence; sex represents the sample gender (1, male; 2, female); age represents the sample age (1, <30; 2, 30-39; 3, 40-49; 4, >50); STEMage represents the age of the sample teaching STEM subjects (1, <= 5; 2, 6-15; 3, 16-25; 4, >= 26); major represents the highest academic degree of the sample; Q5 represents the subject taught by the sample (multiple choices are allowed); Q6-45 represent the questions in the questionnaire.（Q6. I am interested in STEM teaching. Q7. I enjoy working on interdisciplinary tasks. Q8. I want to design my own STEM curriculum. Q9. I like challenges and new experiences; STEM teaching provides enough room for me to express my creativity. Q10. I am passionate about solving real-world development problems through STEM teaching. Q11. I want to work in a student-centric environment. Q12. I became a STEM teacher to have a stronger voice in the school. Q13. I aim to obtain more and better career opportunities. Q14. STEM fields are key drivers of social innovation and economic growth; therefore, engaging in STEM contributes to society. Q15. The country currently needs more STEM teachers, which motivated me to pursue STEM teaching. Q16. I identify with my role as a STEM teacher. Q17. I feel as though I am a part of the STEM teacher community. Q18. I actively seek opportunities to engage in STEM education. Q19. I value discussing STEM teaching issues. Q20. I continuously seek professional development opportunities to improve my STEM teaching skills and knowledge. Q21. I often discuss STEM teaching with my colleagues. Q22. I enjoy sharing ideas about STEM teaching. Q23. Interacting with colleagues about STEM teaching is highly beneficial for me. Q24. After STEM teaching, I like to exchange reflections and experiences with colleagues for suggestions for improvement. Q25. I actively participate in STEM-related seminars, workshops, and conferences to improve my teaching practice and strengthen my connections with peers. Q26. I can integrate knowledge from multiple fields to design STEM activities. Q27. I can adjust STEM curricula appropriately to meet students’ individual needs. Q28. I can design STEM teaching activities that interest students. Q29. I can generate ideas for STEM teaching activities. Q30. When planning STEM activities, I can anticipate the potential challenges that I may encounter during implementation. Q31. I can effectively arrange learning contexts for STEM activities. Q32. I can clearly explain the learning objectives of STEM activities to students. Q33. I can use diverse teaching strategies to motivate students to participate in STEM activities. Q34. I can guide students on how to properly engage in STEM activities. Q35. I can evaluate students’ STEM learning outcomes and provide feedback. Q36. I believe that my most important task is teaching students to understand and critically analyse the role of science and technology in society. Q37. I believe that my primary task is to equip students with the skills to collaboratively and practically solve complex problems. Q38. I believe that my primary task is to introduce students to the cultural backgrounds and contributions of professionals in various STEM fields. Q39. I believe that my most important task is to convey scientific integrity and ethical standards in STEM fields. Q40. I believe that my most important task is teaching students how to use STEM knowledge to understand the world and contribute to society. Q41. I believe that relating STEM curricula to students’ life experiences is key to contextual introductions. Q42. I believe that guiding students to solve real-world problems through scientific inquiry is a critical part of inquiry-based learning. Q43. I think that it is important to guide students in hands-on practice and teamwork during the engineering design process. Q44. I believe that transferring STEM knowledge to new contexts helps broaden and deepen the students’ knowledge. Q45. I think that using diverse evaluation methods in STEM teaching provides a more comprehensive assessment of the students’ learning outcomes. 
