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. Thr...
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| Veröffentlicht in: | Environment, development and sustainability development and sustainability, 2022-05, Vol.24 (5), p.6878-6902 |
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| container_title | Environment, development and sustainability |
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| creator | Garcia, Moises Norman Z. Cobar-Garcia, Maria Rosario Virginia |
| description | 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. |
| doi_str_mv | 10.1007/s10668-021-01732-2 |
| format | Article |
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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.</description><identifier>ISSN: 1387-585X</identifier><identifier>EISSN: 1573-2975</identifier><identifier>DOI: 10.1007/s10668-021-01732-2</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Capacity building approach ; Capacity development ; Competence ; Earth and Environmental Science ; Ecology ; Economic Geology ; Economic Growth ; Environment ; Environmental Economics ; Environmental education ; Environmental Management ; Literacy ; Mixed methods research ; Qualitative analysis ; Secondary school teachers ; Secondary schools ; Seminars ; Sustainable Development ; Teachers</subject><ispartof>Environment, development and sustainability, 2022-05, Vol.24 (5), p.6878-6902</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021</rights><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c249t-c5c2a865cf93741f8ea88da297bdacaea4a0f8519287e149486647d48f441be23</citedby><cites>FETCH-LOGICAL-c249t-c5c2a865cf93741f8ea88da297bdacaea4a0f8519287e149486647d48f441be23</cites><orcidid>0000-0003-0168-5980</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10668-021-01732-2$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10668-021-01732-2$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27923,27924,41487,42556,51318</link.rule.ids></links><search><creatorcontrib>Garcia, Moises Norman Z.</creatorcontrib><creatorcontrib>Cobar-Garcia, Maria Rosario Virginia</creatorcontrib><title>The environmental literacy of elementary and high school teachers based in Manila and Nueva Ecija province: a mixed methods study</title><title>Environment, development and sustainability</title><addtitle>Environ Dev Sustain</addtitle><description>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. 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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. 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| subjects | Capacity building approach Capacity development Competence Earth and Environmental Science Ecology Economic Geology Economic Growth Environment Environmental Economics Environmental education Environmental Management Literacy Mixed methods research Qualitative analysis Secondary school teachers Secondary schools Seminars Sustainable Development Teachers |
| title | The environmental literacy of elementary and high school teachers based in Manila and Nueva Ecija province: a mixed methods study |
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