The purpose of this study is to examine how environmental sensibility and nature-friendly teaching attitude of early childhood teachers affect their environmental teaching efficacy beliefs, as well as how nature-friendly teaching attitude mediate the effect of environmental sensibility on environmen...
The purpose of this study is to examine how environmental sensibility and nature-friendly teaching attitude of early childhood teachers affect their environmental teaching efficacy beliefs, as well as how nature-friendly teaching attitude mediate the effect of environmental sensibility on environmental teaching efficacy beliefs.
To achieve the purpose, this study asks the following research questions.
First, how does environmental sensibility affect environmental teaching efficacy beliefs?
Second, how does environmental sensibility affect nature-friendly teaching attitude?
Third, how does nature-friendly teaching attitude affect environmental teaching efficacy beliefs?
Fourth, does nature-friendly teaching attitude mediate the effect of environmental sensibility on environmental teaching efficacy beliefs?
To answer these questions, this study surveyed and analyzed the environmental sensibility and nature-friendly teaching attitude of early childhood teachers at kindergartens and day care centers across Korea, as well as their environmental teaching efficacy beliefs. 421 early childhood teachers were selected for a questionnaire survey, and the responses from these teachers were analyzed with SPSS 26.0 using the frequency analysis, the descriptive statistical analysis, the independent sample t-test, the analysis of variance (ANOVA) method, the correlation analysis, and the hierarchical regression analysis. In addition, in order to validate the mediation effect, a regression analysis was performed in accordance with the four-stage method proposed by Baron and Kenny (1986), as well as a Sobel test to test the significance of the mediation effect.
The findings of this study can be summarized as follows.
First, the analysis on the relationship between environmental sensibility and environmental teaching efficacy beliefs showed that all subfactors of environmental sensibilities were significantly and positively correlated with all subfactors of environmental teaching efficacy beliefs. The finding suggests that the teachers’ environmental teaching efficacy beliefs significantly increases with their environmental sensibility.
Second, the analysis on the relationship between environmental sensibility and nature-friendly teaching attitude showed that all subfactors of environmental sensibilities were significantly and positively correlated with nature-friendly teaching attitude. The finding suggests that the teachers’ level of nature-friendly teaching attitude significantly increases with their environmental sensibility.
Third, according to the findings on the relationship between nature-friendly teaching attitude and environmental teaching efficacy beliefs, all subfactors of nature-friendly teaching attitude were significantly and positively correlated with all subfactors of nature-friendly teaching attitude. In other words, the findings seem to indicate that the early childhood teachers’ environmental teaching efficacy beliefs increases with their level of nature-friendly teaching attitude.
Lastly, nature-friendly teaching attitude was found to partially mediate the relationship between environment sensibility and environmental teaching efficacy beliefs. The findings indicate the direct effect of early childhood teachers’ environmental sensibility on their environmental teaching efficacy beliefs, and the direct effect mediated by nature-friendly teaching attitude.
To summarize, environmental sensibility and nature-friendly teaching attitude have significantly positive effects on environmental teaching efficacy beliefs. Environmental sensibility has even greater effect on environmental teaching efficacy beliefs when mediated by environmental sensibility. The findings suggest the need for the consideration of teachers’ environmental sensibility and nature-friendly teaching attitude when providing early childhood teachers with training programs designed to promote their environmental teaching efficacy beliefs.
An environment-related training program informed by these findings can be expected to help early childhood teachers improve their understanding of nature and their environmental teaching efficacy beliefs, and ultimately enhance the quality of environmental education for young children.
The purpose of this study is to examine how environmental sensibility and nature-friendly teaching attitude of early childhood teachers affect their environmental teaching efficacy beliefs, as well as how nature-friendly teaching attitude mediate the effect of environmental sensibility on environmental teaching efficacy beliefs.
To achieve the purpose, this study asks the following research questions.
First, how does environmental sensibility affect environmental teaching efficacy beliefs?
Second, how does environmental sensibility affect nature-friendly teaching attitude?
Third, how does nature-friendly teaching attitude affect environmental teaching efficacy beliefs?
Fourth, does nature-friendly teaching attitude mediate the effect of environmental sensibility on environmental teaching efficacy beliefs?
To answer these questions, this study surveyed and analyzed the environmental sensibility and nature-friendly teaching attitude of early childhood teachers at kindergartens and day care centers across Korea, as well as their environmental teaching efficacy beliefs. 421 early childhood teachers were selected for a questionnaire survey, and the responses from these teachers were analyzed with SPSS 26.0 using the frequency analysis, the descriptive statistical analysis, the independent sample t-test, the analysis of variance (ANOVA) method, the correlation analysis, and the hierarchical regression analysis. In addition, in order to validate the mediation effect, a regression analysis was performed in accordance with the four-stage method proposed by Baron and Kenny (1986), as well as a Sobel test to test the significance of the mediation effect.
The findings of this study can be summarized as follows.
First, the analysis on the relationship between environmental sensibility and environmental teaching efficacy beliefs showed that all subfactors of environmental sensibilities were significantly and positively correlated with all subfactors of environmental teaching efficacy beliefs. The finding suggests that the teachers’ environmental teaching efficacy beliefs significantly increases with their environmental sensibility.
Second, the analysis on the relationship between environmental sensibility and nature-friendly teaching attitude showed that all subfactors of environmental sensibilities were significantly and positively correlated with nature-friendly teaching attitude. The finding suggests that the teachers’ level of nature-friendly teaching attitude significantly increases with their environmental sensibility.
Third, according to the findings on the relationship between nature-friendly teaching attitude and environmental teaching efficacy beliefs, all subfactors of nature-friendly teaching attitude were significantly and positively correlated with all subfactors of nature-friendly teaching attitude. In other words, the findings seem to indicate that the early childhood teachers’ environmental teaching efficacy beliefs increases with their level of nature-friendly teaching attitude.
Lastly, nature-friendly teaching attitude was found to partially mediate the relationship between environment sensibility and environmental teaching efficacy beliefs. The findings indicate the direct effect of early childhood teachers’ environmental sensibility on their environmental teaching efficacy beliefs, and the direct effect mediated by nature-friendly teaching attitude.
To summarize, environmental sensibility and nature-friendly teaching attitude have significantly positive effects on environmental teaching efficacy beliefs. Environmental sensibility has even greater effect on environmental teaching efficacy beliefs when mediated by environmental sensibility. The findings suggest the need for the consideration of teachers’ environmental sensibility and nature-friendly teaching attitude when providing early childhood teachers with training programs designed to promote their environmental teaching efficacy beliefs.
An environment-related training program informed by these findings can be expected to help early childhood teachers improve their understanding of nature and their environmental teaching efficacy beliefs, and ultimately enhance the quality of environmental education for young children.
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