Lawanda Cummings

There is a widespread need for science, technology, engineering, and mathematics (STEM) teacher professional development (TPD) that strengthens teaching practice and supports student learning, particularly in small-island, post-disaster, and resource-constrained education systems. However, limited research has examined how teachers experience the enablers and constraints of STEM TPD through the integrated lenses of content, context, process, practice architectures, and teacher well-being. This qualitative study explored STEM teachers’ perceptions of a professional development program in the U.S. Virgin Islands and examined how the program shaped their teaching practices. Data were collected through semi-structured interviews with eight STEM teachers during the first quarter of 2025. Using the theory of practice architectures and the National Staff Development Council’s content, context, and process standards, the study analyzed how teachers described the cultural-discursive, material-economic, and social-political arrangements that enabled or constrained their professional learning. Findings revealed that collaboration, knowledge acquisition and sharing, practical classroom application, and attention to emotional and professional well-being served as key enablers of STEM TPD. Constraints included challenges with independent tasks, technology integration, and the need for greater artificial intelligence literacy to support responsible classroom use. The study contributes to STEM TPD literature by centering teachers’ voices and demonstrating how professional development in a small-island, post-disaster context must address not only STEM content and pedagogy but also collaboration, resource adaptation, technological readiness, and teacher well-being. These findings can inform the design of context-responsive STEM professional development programs in similarly situated education systems.