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|Title:||Knowledge, attitudes and behaviour towards the environment of secondary school teachers|
|Other Titles:||Handbook of lifelong learning for sustainable development|
Mifsud, Mark C.
|Keywords:||Teachers -- Training of -- Malta|
Teachers -- Attitudes -- Case studies
Environmental education -- Malta
High school teachers -- Attitudes
|Citation:||Cini, A., & Mifsud, M. C. (2018). Knowledge, attitudes and behaviour towards the environment of secondary school teachers. In W. Leal Filho, M. Mifsud & P. Pace (Eds.), Handbook of lifelong learning for sustainable development (pp. 211-227). Cham: Springer.|
|Abstract:||This study attempts to analyse the environmental knowledge, attitudes and behaviour of secondary school teachers. Factors affecting environmental knowledge, attitudes and behaviour were also identified. Furthermore, the importance that teachers give to Environmental Education 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 significant relationship between the environmental attitudes and behaviour as well as the environmental knowledge and behaviour was identified. The implementation of EE by secondary school teachers was characterised by a strong influence of the curriculum. 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. 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.|
|Appears in Collections:||Scholarly Works - CenEER|
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