Self-Efficacy of In-Service Secondary School Teachers in Relation to Education for Sustainable Development: Preliminary Findings

Μόγιας, Αθανάσιος; Malandrakis, Georgios; Παπαδοπούλου, Πηνελόπη; Gavrilakis, Costas

doi:10.1007/978-3-030-74490-8_16

Cited by 3 publications

(9 citation statements)

References 15 publications

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“…Focusing on self-efficacy beliefs of teaching ESD, similar results emerge: For example, Malandrakis et al [14,45] identified substantial correlations between self-efficacy beliefs of teaching ESD (primary education, pre-service) and self-rated content knowledge of ESD concepts and issues (r = 0.39-0.53, p < 0.01 [45]; r = 0.47-0.59, p < 0.01 [14]). Mogias et al [46] found comparable results with in-service secondary school teachers (r = 0.39-0.58, p < 0.01). Effeney and Davis [43] investigated the correlation between self-efficacy beliefs of teaching ESD (primary education, pre-service) and self-rated content knowledge of sustainability issues.…”

Section: Self-efficacy Beliefs Self-rated Content Knowledge and Teach...mentioning

confidence: 74%

“…Different researchers regarding teaching science (primary and secondary education) revealed a relationship between self-efficacy beliefs and self-rated content knowledge [48][49][50]. In the field of teaching ESD in primary and secondary education (pre-and in-service teachers), five studies pointed out positive correlations of different strengths between both constructs [14,43,45,46,51]. Since both constructs are different from a theoretical perspective, we expect rather low or middle positive correlations between both constructs in the context of secondary education.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…In summary, we can conclude a focus of previous research about self-efficacy beliefs of teaching ESD on pre-service primary teachers ( [14,37,39,[43][44][45]; see Table 1). Indeed, the Environmental and General Science Teacher Efficacy Assessment (EGSTEA) was tested with high and middle school science in-service teachers [38], and the Teachers Self-Efficacy Scale for Education for Sustainable Development (TSESESD) was tested with in-service secondary teachers [14,46]. However, the instruments were developed for primary education [14,38,45], and no adaptations to the new target groups are reported [14,38,46].…”

Section: Previous Instruments For Self-efficacy Beliefs Of Teaching Esdmentioning

confidence: 99%

“…Indeed, the Environmental and General Science Teacher Efficacy Assessment (EGSTEA) was tested with high and middle school science in-service teachers [38], and the Teachers Self-Efficacy Scale for Education for Sustainable Development (TSESESD) was tested with in-service secondary teachers [14,46]. However, the instruments were developed for primary education [14,38,45], and no adaptations to the new target groups are reported [14,38,46]. In addition, some instruments have rather few items (e.g., four items) and, thus, little explanatory power in terms of a differentiated investigation of self-efficacy beliefs of teaching ESD [43].…”

Section: Previous Instruments For Self-efficacy Beliefs Of Teaching Esdmentioning

confidence: 99%

“…The analysis of previous instruments revealed that no instrument for self-efficacy beliefs of teaching ESD integrates current requirements, focuses on secondary education, explicitly considers obstacles in the items, and is based on a model regarding teaching ESD at the same time. Among these instruments, one seems to be theory-driven [14,45,46] but does not focus on the act of teaching ESD explicitly. Thus, there was a need for a new instrument developed close to the requirements of teaching ESD (PCK model [30]).…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

See 4 more Smart Citations

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

2022

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Self-efficacy beliefs are important for teachers to conduct Education for Sustainable Development (ESD). Self-efficacy instruments for teaching ESD mainly focus on primary education, and theory-driven instruments are lacking. Thus, we developed an instrument for secondary education reflecting eight subcategories of a science teaching pedagogical content knowledge (PCK) model, transferred to teaching ESD. We conducted an exploratory factor analysis (n1 = 162) and a confirmatory factor analysis (n2 = 236) with mainly pre-service biology, politics, and geography teachers for secondary education. We identified seven self-efficacy beliefs of teaching ESD factors. Six of these factors showed an expected low or middle correlation with self-rated content knowledge of SD-relevant issues (divergent validity). Pre-service teachers’ ESD teaching self-efficacy beliefs were rather positive, missing clear differences due to studying biology, politics, and geography. Bachelor students had higher self-efficacy beliefs than Master of Education students regarding four factors. Only 32 of 113 Bachelor students completed any ESD course at that time. They could have overestimated their own skills or underestimated teaching ESD. Current participation in at least one ESD course positively influenced three self-efficacy factors. Since barely any pre-service teacher currently participated in or completed more than three ESD courses at the time of the study, there is room for a stronger focus on ESD in German teacher education.

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Section: Self-efficacy Beliefs Self-rated Content Knowledge and Teach...mentioning

confidence: 74%

Section: Research Questions and Hypothesesmentioning

confidence: 99%

Section: Previous Instruments For Self-efficacy Beliefs Of Teaching Esdmentioning

confidence: 99%

Section: Previous Instruments For Self-efficacy Beliefs Of Teaching Esdmentioning

confidence: 99%

Section: Research Questions and Hypothesesmentioning

confidence: 99%

See 3 more Smart Citations

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

2022

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Effects of Curriculum on Environmental Attitudes: A Comparative Analysis of Environmental and Non-Environmental Disciplines

et al. 2023

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To satisfy their ever-increasing needs, humans are constantly exerting excessive pressure upon the environment, while now more than ever, the adoption of new development practices to halt environmental degradation is becoming necessary. Graduates from all disciplines should have environmental awareness, because their decisions as future professionals may affect the environment. If, however, we assume that environmental science graduates possess environmental knowledge, it is worth investigating whether this knowledge affects their environmental attitudes. Hence, the aim of this study is to compare the environmental attitudes of students attending environmental and non-environmental studies. To this end, a comparative study on environmental attitudes was conducted between students majoring in forestry and students majoring in literature studies at one of the largest universities in Greece. That is, the environmental attitudes of students whose discipline was closely related to the environment were compared to the attitudes of students whose discipline was unrelated to the environment. The results showed that students from both disciplines had positive environmental attitudes, but forestry students exhibited a discernibly higher level of environmental awareness, which can be ascribed to their participation in environmentally relevant courses. The insights gains from this study could be particularly useful to education policymakers and curriculum practitioners, since they provide evidence for the potential of curriculum content to shape pro-environmental attitudes.

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Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

Yang,

Chinedu,

Chen

et al. 2024

Sustainability

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In contributing towards the discourse on developing teachers’ capabilities for Education for Sustainable Development (ESD), this study examines the relationships between sustainability knowledge, readiness, and self-efficacy for teaching sustainability concepts among vocational teachers in Malaysian colleges. Grounded in Bandura’s self-efficacy theory, the research assesses the combined effect of teachers’ sustainability knowledge and readiness on their ability to teach sustainability effectively. Using a cross-sectional survey design, a sample of three hundred and seventy-five (375) vocational college teachers and structural equation modeling (SEM), the results indicate no significant link between teachers’ sustainability knowledge and their readiness for ESD. However, a positive relationship between teachers’ readiness and their self-efficacy was found. The study shows that while sustainability knowledge does not directly enhance readiness for ESD, it is a strong predictor of self-efficacy in teaching sustainability. Moreover, readiness has a greater effect on self-efficacy than sustainability knowledge alone, highlighting the importance of conceptual understanding in building teachers’ confidence and competence in sustainability education. Despite focusing specifically on Malaysia and using self-reported data, which to some extent limits the study’s findings, the outcomes offer practical insights for educational policymakers, vocational institutions, and educators. They underscore the need for a comprehensive educational approach beyond just knowledge transfer. This research contributes to the sustainability education discourse and suggests areas for future studies, including exploring contextual differences and adopting longitudinal study designs to better understand the dynamics between sustainability knowledge, readiness, and teaching self-efficacy in vocational education.

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Self-Efficacy of In-Service Secondary School Teachers in Relation to Education for Sustainable Development: Preliminary Findings

Cited by 3 publications

References 15 publications

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education

Effects of Curriculum on Environmental Attitudes: A Comparative Analysis of Environmental and Non-Environmental Disciplines

Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

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