Understanding STEM Teachers’ Power Distance Values from a Sociocultural Perspective on Interdisciplinary Collaboration

Abstract

School STEM education thrives on the quality of interdisciplinary pedagogical approaches, which inherently require science teachers to engage in productive and collaborative efforts with their colleagues from other disciplines. The sociological forces that shape the performance of teacher interdisciplinary collaborations have been relatively understudied in the existing body of research. Among these factors, power distance value (PDV) stands out as a key determinant of successful teamwork among teachers from diverse backgrounds. This issue takes on heightened importance in high PDV societies, such as China. To address this gap, our study delves deeper into the unexplored dimensionality of PD..