Knowledge of Educators and Attitudes toward Ecological Justice

Abstract

Eco-justice is now becoming a sine qua non in almost all aspects of human and social life. Eco-justice-oriented education needs to be disseminated to the community. Students can be eco-justice-oriented citizens if their teachers are knowledgeable and are advocating eco-justice themselves. It is for this reason that this study was conducted among public school teachers to determine the differences between knowledge and practices on eco-justice among educators. Questionnaires were administered, and interviews and observations were conducted. Quantitative data were analyzed using SPSS. The results indicated a “high” level of knowledge and a “positive” level of attitude toward eco-justice. There was no significant differences recorded across sex, educational qualifications, but a significant difference was found in the level taught subgroups as regard to knowledge about eco-justice. No significant differences were also observed in sex, educational qualifications, and level taught subgroups as regard to attitudes toward eco-justice. There is a significant relationship between knowledge about and attitudes towards eco-justice.