## 5 Discussion  
The data reported here indicate that teachers' readiness for STEM education was generally in the high to average range, among which emotional readiness was the highest. This finding demonstrates that K12 teachers have positive attitudes towards STEM education, and that they were satisfied with the effects of STEM education and were willing to apply \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Hypothesis** & **Parameter** & \
\begin{tabular}{c} **Path** \\ **Coefficient** \\ **(\beta)** \\ \end{tabular} & **S.E.** & **C.R.** & \(p\)**-Value** &
\begin{tabular}{c} **Whether the** \\ **Hypothesis Is** \\ **Established** \\ \end{tabular} \\ \hline H1 & AT\(\rightarrow\)BI & 0.331 & 0.049 & 7.144 & *** & Yes \\ \hline H2 & SN\(\rightarrow\)BI & 0.002 & 0.033 & 0.056 & 0.955 & No \\ \hline H3 & PBC\(\rightarrow\)BI & 0.880 & 0.068 & 12.657 & *** & Yes \\ \hline H1a & PU\(\rightarrow\)AT & 0.671 & 0.046 & 15.698 & *** & Yes \\ \hline H1b & PEU\(\rightarrow\)AT & 0.079 & 0.026 & 3.067 & 0.002 & Yes \\ \hline H1c & CO\(\rightarrow\)AT & 0.265 & 0.038 & 7.058 & *** & Yes \\ \hline H2a & SUI\(\rightarrow\)SN & 0.550 & 0.079 & 7.670 & *** & Yes \\ \hline H2b & PEI\(\rightarrow\)SN & 0.198 & 0.102 & 2.428 & 0.015 & Yes \\ \hline H2c & STI\(\rightarrow\)SN & 0.016 & 0.066 & 0.237 & 0.813 & No \\ \hline H2d & PAI\(\rightarrow\)SN & 0.141 & 0.056 & 2.281 & 0.023 & Yes \\ \hline H3a & FC\(\rightarrow\)PBC & 0.093 & 0.020 & 3.517 & *** & Yes \\ \hline H3b & SE\(\rightarrow\)PBC & 0.890 & 0.036 & 21.615 & *** & Yes \\ \hline H3c & CR\(\rightarrow\)SE & 0.270 & 0.128 & 2.571 & 0.01 & Yes \\ \hline H3d & BR\(\rightarrow\)SE & 0.594 & 0.120 & 5.340 & *** & Yes \\ \hline \hline \end{tabular} Note. S.E.: standard error; C.R.: critical ratio.  
\end{table} 
Table 7: Path coefficients and hypothesis testing; *** \(p<0.001\). Figure 2: Final model with the coefficients (\(\beta\)) and \(p\)-values. Note. Dotted lines indicate an insignificant relationship; * \(p<0.05\), ** \(p<0.01\), and *** \(p<0.001\). STEM education in their classes. Research conducted in Indonesia evaluating teachers' attitudes towards STEM education found similar results [63]. From a cognitive aspect, the teachers' moderate level of readiness indicates that they had a basic understanding of STEM education. Though the teachers had a certain understanding of STEM education in terms of knowledge and methods as well as the teachers' role, their understanding of comparatively sophisticated STEM programs was still scant. Research conducted by [PERSON] [33] obtained similar results. The level of teachers' readiness from a behavioral aspect was relatively low compared to that of cognitive readiness and emotional readiness. According to the questionnaire data, teachers' behavioral readiness focused on making elaborate plans before STEM education, but most teachers lacked enough time to implement STEM education in practice. This finding is similar to that of [PERSON] [36], which suggested that teachers' behavioral readiness was at an intermediate level and most teachers did not have ample time to implement STEM education. Variables including the teachers' genders, disciplines, ages, majors, teaching stages, and seniorities did not have a significant correlation with the overall level of teachers' readiness and its three aspects, namely cognitive, behavioral, and emotional readiness, for STEM education. More relevant variables should be further explored. The statistics of intention demonstrated that teachers' behavioral intentions were in the high to average range. This finding, although different from that of [PERSON] [20] and [PERSON] [21], is consistent with that of [PERSON] [22]. It was shown that with the introduction of relevant policies and the development of STEM education practices, many K12 teachers realized the importance of interdisciplinary teaching and were willing to implement STEM education in practice.