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Abstract
The authors measured the level of environmental behavior of new students in 3 major teacher-training colleges in Israel and investigated the relationship between behavior and background factors. Factor analysis of students' responses resulted in grouping of environmental behavior items into 6 categories that represent increasing levels of environmental commitment. Findings indicated that graduates of the educational system who chose to prepare themselves to be teachers were characterized by a low level of environmental literacy, as reflected in their environmental behavior: Students demonstrated limited performance of behaviors that require a high level of commitment, and hence, reflect a high level of environmental literacy, and visa versa. The authors discuss the influence of background factors on environmental behavior and its implications for environmental education in teacher training. Analysis of responsible environmental behavior from the viewpoint of environmental commitment may provide an alternative framework for evaluating environmental behavior.
