An Assessment of Wisconsin Teachers' Perceived Competencies In, Attitudes Toward, and Amount of Class Time Devoted to Teaching about the Environment

Abstract

The purpose of this study was to assess Wisconsin teachers' perceived competencies in, attitudes toward, and class time devoted to teaching about the environment. To accomplish this assessment, a valid and reliable survey instrument was developed and mailed to randomly selected Wisconsin elementary and secondary education teachers. The analysis strongly suggests that EE preparation is a major factor influencing teachers to include EE concepts into their classroom teaching. The results imply that the lack of this training is a major reason why teachers do not infuse environmental education concepts into their curriculum. The analysis showed that teachers perceived they were competent in addressing the learning outcomes of EE. The results also identified certain variables that are characteristic of teachers who perceive themselves as competent in providing education about the environment. These variables include the following: preparation in EE during pre-service teacher education, participation in in-service EE courses, the possession of an EE curriculum plan by their school district, and the teachers' frequency of reference to this plan. Two of these variables, participation in one or more EE in-service courses and frequency of reference to the district's EE curriculum plan, have also been found to correlate positively with the amount of class time teachers devote to environmental concepts. These findings are especially relevant as the analysis revealed that on average teachers report they spend less than one-half hour per week per subject teaching about the environment. In spite of the information gathered about amount of class time devoted to EE, it is important to note that this study concludes that teachers' attitudes toward EE are positive. They believe that the inclusion of EE concepts into their classroom teaching is important. This study also served to provide pertinent information regarding the impacts of certain state EE mandates. These mandates relate to pre-service teacher education in EE and school district implementation of a K - 12 EE curriculum plan. Positive findings regarding the effect of these mandates were found, however, areas in which further attention is needed were also discovered.