Predicting Taiwanese Secondary Teachers' Responsible Environmental Behavior Through Environmental Literacy Variables

Abstract

Predictors of teachers' responsible environmental behavior (REB) were assessed. A 9-page questionnaire was mailed to 300 randomly selected secondary teachers in Hualien County, Taiwan. The response rate was 78.7%. Stepwise multiple regression analyses showed that the most parsimonious set of predictors of REB for all teachers included perceived knowledge of environmental action strategies (KNOW), intention to act (IA), and perceived skill in using environmental action strategies (SKILL; total R ² = .3236). For urban teachers, the most parsimonious set of predictors included IA, SKILL, and environmental responsibility (total R ² = .3705). For rural teachers, the most parsimonious set of predictors included KNOW, IA, and perceived knowledge of environmental problems and issues (total R ²= .3001). Implications for program development and instructional practice are presented, and recommendations for further research are provided.

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Notes on contributors

Robert E. Roth

Shih-Jang Hsu is an assistant professor in the Department of Tourism at Providence University, Taichung, Taiwan. Robert E. Roth is a professor and associate director of the School of Natural Resources, The Ohio State University, Columbus. This study was completed with a Pacific Cultural Foundation subsidy.