From professional support ecosystems to inclusive STEM teaching competence in Vietnam: The mediating role of STEM self-efficacy

Description Overview This dataset accompanies the study "From Professional Support Ecosystems to Inclusive STEM Teaching Competence in Vietnam: The Mediating Role of STEM Self-Efficacy." The study examines how professional support ecosystems influence inclusive STEM teaching competence among early childhood teachers and investigates the mediating role of STEM self-efficacy. Study Context Data were collected from early childhood teachers working in mountainous regions of Northern Vietnam, including Thai Nguyen, Tuyen Quang, and Lao Cai provinces. The research was conducted between September 2025 and May 2026 within public early childhood education institutions implementing STEM-related learning activities. Sample The final dataset contains responses from 683 early childhood teachers. Participants represented diverse professional and demographic backgrounds, including variation in age, teaching experience, qualification, STEM training experience, ethnicity, and school resource conditions. Dataset Contents The dataset includes demographic variables and responses to three major constructs: Professional Support Ecosystem (PSE) Leadership Support (LS) Professional Development (PD) Resource Availability (RA) Peer Collaboration (PC) STEM Self-Efficacy (SSE) Inclusive STEM Teaching Competence (ISTC) Project Design Competence (PDC) Project Facilitation Competence (PFC) Assessment Competence (ASC) Contextual Adaptation Competence (CAC) All indicators were measured using a seven-point Likert scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree). Methodology The study employed a cross-sectional survey design. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4, including measurement model assessment, mediation analysis, predictive assessment, measurement invariance testing, and multi-group analysis. Potential Reuse The dataset may be useful for researchers and practitioners interested in: STEM education Early childhood education Teacher professional development Educational leadership Teacher self-efficacy Inclusive education Educational ecosystems PLS-SEM applications in educational research Ethical Statement The study received ethical approval from Hanoi Metropolitan University, Vietnam under Decision No. 1284/QĐ-ĐHTĐHN (11 July 2025). Participation was voluntary, informed consent was obtained from all participants, and all data were anonymized prior to analysis and public sharing. Funding This research was conducted under Research Project Code C2025-MNĐB-02.