Advocacy is an emergent dimension of teacher leadership, given its growing importance in shaping policy and facilitating reform efforts in American K-12 education. In 2014, the National Academies called for advancing advocacy-based activities and leadership among K-12 science, technology, engineering, and mathematics (STEM) teachers, who are presently understudied. The purpose of this embedded single-case case study was to explore STEM teachers’ development of self-efficacy in advocacy for STEM education. Contextualizing the case, participants consisted of 11 STEM teacher leaders who were part of the STEM Teacher Ambassadors (STA) program, a year-long advocacy-focused leadership development fellowship program, jointly sponsored by the National Science Teaching Association and National Council of Teachers of Mathematics. Employing case study research methodology, primary data were collected using semi-structured interviews, while secondary data were sourced via focus group interview and documents to triangulate interview data. Utterances (i.e., participant statements, groups of statements, or segments of statements) from transcribed data were coded a priori and analyzed via four constructs of self-efficacy theory: enactive master experiences, vicarious experiences, verbal persuasion, and emotional arousal. Results revealed 157 utterances coded to self-efficacy building within STEM education advocacy. Findings suggest that STEM teacher leaders’ participation in professional development programs that specifically focus on development of policy knowledge and advocacy activities help to develop and sustain STEM teacher leaders’ advocacy self-efficacy, given that participating teachers have numerous opportunities to fully engage in mastery experiences in STEM education advocacy. Implications and recommendations for policy and suggestions for further studies are discussed.

倡导是教师领导力的一个新兴层面，因为它在制定政策和促进美国K-12教育改革努力中的重要性日益提高。2014年，美国国家科学院呼吁在目前仍在研究中的K-12科学，技术，工程和数学（STEM）教师中推进基于倡导的活动和领导。本嵌入式单案例研究的目的是探讨STEM教师在STEM教育倡导中的自我效能感发展。与案例相关的参与者由11位STEM老师领导组成，他们是STEM老师大使的一部分（STA）计划，是一项为期一年的以倡导为重点的领导力发展研究金计划，由美国国家科学教学协会和美国国家数学教师理事会共同发起。使用案例研究方法，主要数据是使用半结构化访谈收集的，而次要数据则通过焦点小组访谈和文档进行分类以对访谈数据进行三角化。转录数据的话语（即参与者陈述，陈述组或陈述片段）被先验编码，并通过四种自我效能感理论结构进行分析：积极的主人体验，替代经历，言语说服和情感唤起。结果显示，在STEM教育倡导中，有157项话语被编码为提高自我效能感。研究结果表明，STEM老师领导参加专门针对政策知识和倡导活动发展的专业发展计划有助于发展和维持STEM老师领导的倡导自我效能感，因为与会的老师有很多机会可以充分参与掌握经验在STEM教育倡导中。讨论了对政策的含义和建议以及对进一步研究的建议。