In today's rapidly evolving technology landscape, the integration of robotics into STEM (science, technology, engineering, and mathematics) education is not only beneficial but essential. Robotics enhances the learning experience by making abstract concepts tangible, encouraging critical thinking, and providing students with the skills needed for the 21st century. As automation and artificial intelligence become more prevalent in various industries, the need for a workforce trained in robotics and related technologies is growing. Thus, education systems worldwide strive to increase the number of teachers using innovative tools such as robotics in STEM lessons. However, many teachers prefer to teach using traditional teaching strategies rather than integrating robotics activities into their lessons - despite the goals of education systems and the empirical evidence of the positive effects of such an approach. Therefore, understanding the factors that influence the successful integration of robotics activities into STEM education is paramount for educators and policymakers striving to prepare students for future challenges. Semi-structured interviews were conducted with sixteen middle school STEM teachers and five principals to explore these factors. In addition, we were interested in comparing teachers’ and principals’ perceptions of these factors.

Three main factors emerged as significant influencers: attitudes and affect, support, and learning conditions. Regarding attitudes and affect, both teachers and principals referred to teachers' competence and self-efficacy, teachers' pressure, tension, and anxiety, and teachers' interest as influencing factors. Principals further emphasized the importance of teachers' belief in students’ abilities, and vision, and students’ motivation and perceived utility of robotics. Regarding support, teachers cited teachers' community, technical, and pedagogical support as factors influencing robotics integration, while principals emphasized institutional support of the ministry and parents' support. Regarding learning conditions, both teachers and principals referred to adequate number of students in the class and available equipment like kits, computers, and a suitable lab as influencing factors. Teachers further emphasized the availability of time (or lack of) as an influencing factor.

Interestingly, principals whose schools already had robotics programs indicated that there were no factors that could prevent a principal from implementing robotics programs in their school if they were committed to doing so. They acknowledged potential challenges but believed that these could be overcome with determination. Conversely, principals without robotics programs in their schools addressed several hindering factors.

Overall, the integration of robotics activities into STEM education is influenced by a combination of attitudes and affect, support, and learning conditions. Teachers' self-efficacy, anxiety management, and interest are crucial, along with support from principals, communities, and technical and pedagogical resources. Appropriate class size, time, and equipment are also important. Principals further added their wider perspective. By looking at these factors holistically, educators and policymakers can better prepare students for a future where robotics and technology are an integral part of everyday life and work.

Keywords: Teachers' Insights, School Principals' Insights, Robotics Activities, STEM Education.