Knowledge, attitudes and behaviour towards the environment of secondary school teachers

Abstract

This study shed light on the environmental knowledge, attitudes and behaviour of secondary school teachers. Factors affecting these environmental knowledge, attitudes and behaviour were also identified. Furthermore, the importance that the teachers give to Environmental Education (EE) in their lessons was analysed. This research involved the use of both quantitative and qualitative modes of inquiry. Two hundred and thirty eight questionnaire respondents and seven interviewees took part in the research. Statistical and thematic analysis of the data obtained from the questionnaires and interviews was carried out respectively. Triangulation of data was also done. The analysis revealed that secondary school teachers have an overall good level of environmental knowledge, yet lacking some detail; and an overall positive attitude and behaviour towards the environment. A relationship which is not significant between the environmental knowledge and attitudes, and a positive significant relationship between the environmental attitudes and behaviour as well as the environmental knowledge and behaviour was identified. Secondary school teachers were strongly influenced by the curriculum which was the main factor that impeded the complete implantation of EE. In addition, they also incorporate EE through pro-environmental behaviour particularly concerning waste issues. The main restrictions that limit secondary school teachers from including EE are time constraints and the negative feedback they receive from certain students. With regards to the grounding offered to teachers related to EE, secondary school teachers described the teacher training courses as being more theoretical rather than focusing on practical applications. In light of these findings, this research puts forward suggestions for a better structure of teacher training courses.