2021 IJRSE – Volume 10 Issue 9
Available Online: 13 July 2021
Author/s:
Nasol, Reyna Jolla*
Emilio Aguinaldo College, Philippines (reynajolla.nasol@deped.gov.ph)
Abstract:
This study covered the relationship between the extent of the teachers’ integration of environmental awareness in terms of waste management, pollution, forest conservation, and climate change with sustainable development practices. As assessed by the heads and teacher- respondents classified as to proper waste disposal, recycling, composting, tree planting, and energy conservation. There will be 63 heads and 177 teachers from eight public elementary schools in the Province of Rizal, who will be tasked to answer the specific research questions. It can be concluded that most of the respondents are rank and file teachers since only some are heads. As with gender, this research is dominated by female and whose age ranges from late and young adulthood. This means that both groups (heads and teachers) are matured enough and have knowledge regarding environmental awareness and sustainable development. There is a moderate extent of integration on environmental awareness as assessed in terms of waste management, pollution; forest conservation; and climate change which means that both heads and teachers should update environmental concepts. And to examine and contextualize environmental issues better and provide sufficient learning outcomes. Maximize the opportunity to sustain and improve the cooperation of local and national agencies to utilize more efficient and unified information on environmental education. Though there is a significant difference between the assessment in terms of the extent of integration of environmental awareness; and sustainable development practices, heads and teachers must work hand in hand in delivering education for sustainability since environmental awareness provides important opportunities for students to become engaged in real world issues that transcend classroom walls. They can see the relevance of their classroom studies to the complex environmental issues confronting our planet. They can acquire the skills they will need to be creative problem solvers and powerful advocates.
Keywords: teachers’ integration, environmental awareness, sustainable development practices, transcend, climate change
DOI: https://doi.org/10.5861/ijrse.2021.660
Cite this article:
Nasol, R. J. (2021). Extent of teachers’ integration of environmental awareness and sustainable development practices in selected elementary schools in Taytay District: An action plan. International Journal of Research Studies in Education, 10(9), 45-56. https://doi.org/10.5861/ijrse.2021.660
*Corresponding Author