환경기초 인적자원개발을 위한 교사의 환경소양 및 친화행동모델과 관련변인 고찰

Teachers’ Environmental Literacy & Friendly Behaviors and Its Variables for Eco-Based HRD

The objectives of the study were to: 1) extract the seriousness of and the importance of teachers’ environmental literacy and environment-friendly behaviors in elementary school. 2) determine the relative strengths of the relationships between each of these variables and environmental behavior, and 3) formulate a model of environmental behavior representative of the findings synthesized in the study. The major findings of this study were as: The variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, and an individual’s responsibility. Lewin’s field theory and life-span development theory provided the theoretical basis for the development of a model of environmental education commitment. In brief, this model assumes that different types of life experiences affect attitude toward teaching model of environmental education. Commitment, subjective norm and perceived behavioral control. These variables, in turn, affect teachers’ commitment to teaching environmental education. A teacher’s outdoor recreation experiences and perceived control about teaching are two key constructs that have a direct effect on commitment to environmental education. Environmental sensitivity, an important variable in environmental awareness and in the predisposition to take responsible environmental action were associated with teachers’ environmental attitude outcomes and friendly-behaviors in each.