Internal and external factors shaping STEM teachers’ professional development: evidence from Vietnam’s secondary education

The rapidly evolving science, technology, engineering and mathematics (STEM) education landscape requires teachers to continually update their knowledge and skills, making continuing professional development (CPD) essential for effective instruction. This study investigates the complex interplay of internal and external factors influencing STEM teachers’ engagement with professional development in the context of Vietnam’s recent curriculum reforms. Using structural equation modeling (SEM), we analyzed survey data from 393 secondary school STEM teachers across six provinces representing diverse geographical regions of Vietnam. Our findings reveal that external factors, including institutional support and resource availability, have a significantly stronger influence on teachers’ CPD participation than internal school-based factors. Additionally, teachers demonstrate comparable motivation to both share knowledge and learn from colleagues, supporting the viability of collaborative professional learning communities (PLCs). The study identified notable differences in CPD engagement patterns between public and private school teachers, with private school teachers showing higher participation in school-based professional development activities. Teacher self-efficacy emerged as a significant predictor of willingness to support colleagues, aligning with theoretical frameworks on communities of practice (CoPs). These findings contribute to understanding the dynamics of teacher professional development during educational reform and provide an empirical foundation for policy recommendations to enhance STEM teacher preparation in Vietnam and similar contexts. The study offers implications for structuring professional development opportunities that leverage both internal motivation and external support systems to maximize teacher engagement and effectiveness.