Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας

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Published: Jun 11, 2019
DOI: https://doi.org/10.12681/ees.16846
Νίκη Πασχαλία Κωνσταντινίδη
University of the Aegean
Γεωργία Λιαράκου
University of the Aegean
Abstract
The current study aims to investigate the factors that influence teachers’ motivation to choose optional teaching topics related to Renewable Energy Sources (RES). 454 secondary education teachers from Dodecanese region, Greece, answered a questionnaire structured based on Planned Behavior Theory (Ajzen, 2002). Data were analyzed with multiple linear regression in order to investigate which factors influence teachers’ motivation to teach RES related topics. A model was found to be statistically significant (p < .001), explaining 62.8% of the variance of teachers’ motivation. Teachers’ attitudes towards RES was found to be the strongest predictor of teachers’ motivation, followed by perceived ability to teach RES topics and perceived attitudes of local community towards RES.
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Author Biographies
Νίκη Πασχαλία Κωνσταντινίδη, University of the Aegean

Διδάκτορας 

Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης 

Γεωργία Λιαράκου, University of the Aegean

Καθηγήτρια 

Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης

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