## 6 Conclusions and Further Developments  
### Conclusions and Suggestions  
This study established and tested a research model of the behavioral intention of K12 teachers to implement STEM education based on the DTPB (decomposed theory of planned behavior) and teachers' readiness. The results of this study demonstrate that the model fit the data well and was suitable for the research of teachers' behavioral intentions to implement STEM education. Constructs including self-efficacy, perceived behavioral control, perceived usefulness, behavioral readiness, attitudes, cognitive readiness, compatibility, facilitating conditions, and perceived ease of use had direct or indirect significant impacts on K12 teachers' behavioral intentions to implement STEM education. Amid the above-mentioned constructs, self-efficacy, perceived behavioral control, perceived usefulness, behavioral readiness, attitudes, and cognitive readiness had comparatively stronger impacts. However, there was no evidence that subjective norms had significant impacts on teachers' intentions to implement STEM education. In addition, based on the analysis of Chinese K12 teachers' readiness from emotional, cognitive, and behavioral aspects, this study found that teachers' readiness for STEM education was a strong predictor of teachers' behavioral intentions, which is consistent with the results of [PERSON] et al. [48]. This study also indicated that Chinese K12 teachers' readiness for and intentions to implement STEM education were both in the high to average range. \"Behavioral readiness\" was a strong predictor of teaching intention to implement STEM education, but it maintained at a relatively minimal level. The findings of this study have certain reference significance for policymakers and educators, and serve to promote STEM education and truly improve students' STEM literacy and problem-solving abilities in an interdisciplinary and innovative manner [2]. Compared with studies of its kind, this study achieved breakthroughs in terms of the sample size, the scope of the research objects, and the basic theoretical model and creatively proposed adding teachers' readiness into the DTPB model. Through analyses of K12 teachers' readiness and impact factors of behavioral intentions to implement STEM education, this study provides a reference for the development of STEM education in primary and secondary schools. Policymakers can follow the findings of this study to formulate practical top-level strategic plans and effective STEM teacher professional development programs around key impact factors to strengthen teachers' interdisciplinary teaching literacy. Given the results of this study, how to improve teachers' teaching intention to implement STEM education can be discussed from two aspects: attitudes and perceived behavioral control. Firstly, only when teachers hold positive attitudes towards the practicability of a certain action can they adopt positive attitudes towards such behavior. Perceived usefulness was the most significant predictor of attitudes, which demonstrates that the teachers paid great attention to the effects of the implementation of teaching behavior; thus, it was crucial to improving teachers' sense of value in teaching. This inspires us to encourage more teachers to develop STEM projects and implement STEM education in real practice so that teachers can compare their original teaching methods with practical cases and truly experience the value of STEM education. Secondly, self-efficacy was the strongest predictor of perceived behavioral control, meaning it is a necessity to enhance teachers' self-efficacy in STEM education. The authors suggest that corresponding interventions should be implemented based on cognitive readiness and behavioral readiness. In terms of cognitive readiness, teachers are expected to pay more attention to relevant requirements, learn from excellent cases, and spend time analyzing them in detail to deepen their understanding of STEM education and their cognition of teachers' roles.