The environmental literacy of elementary and high school teachers based in Manila and Nueva Ecija province: a mixed methods study

This study aimed at assessing and describing the environmental literacy (EL) of Philippine elementary and high school teachers assigned in Manila and Nueva Ecija province through determining their background profiles, knowledge, competencies, dispositions, and environmental responsible behavior. Through mixed methods using explanatory sequential design anchored on the theory of Hollweg et al., the teachers’ readiness and capacity in terms of imparting their EL to students as well as their teachings of environmental education (EE) were investigated. Quantitatively, results revealed that both elementary and high school teachers’ environmental knowledge and competencies are below par. This was supported by the qualitative data, which revealed knowledge deficit, and narrow and shallow understanding of common concepts of EE among the respondents. Thus, elementary and high school teachers in the surveyed area could be categorized as nominally literate or environmentally aware teachers. Improving teachers’ EE and EL through readiness and capacity building activities could be achieved by providing trainings and seminars on developing their environmental knowledge and competencies; and actually involving them in school or community environmental programs.