TEACHERS' ATTITUDES & BARRIERS TO IMPLEMENTING CLIMATE CHANGE EDUCATION IN SECONDARY SCHOOLS

Abstract

This study aimed to investigate the teachers’ attitudes toward incorporating climate change education in secondary schools. It was a descriptive study with quantitative research design. Two hundred secondary school teachers were selected through a stratified sampling technique. For data collection, a five-point self-developed Likert scale was used. Data was analyzed over SPSS 20. Descriptive and inferential statistics were used. It was found that most of the participants agreed about the importance of climate change in education, but they face barriers to implementation. The main challenges found were insufficient resources, training, and a crowded curriculum. The professional development participation particularly anticipated positive attitudes towards the climate change education. There was no significant difference in attitude towards the climate change based upon gender. A significant association was found between the subject taught and attitude towards climate change education. Findings highlight the need for targeted support, including improved resources, training, and curriculum integration, to enhance teachers' capacity and confidence in delivering climate change education.