Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας
Abstract
Η παρούσα μελέτη έχει ως στόχο τη διερεύνηση των παραγόντων που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει διδακτικές θεματικές σχετικές με τις Ανανεώσιμες Πηγές Ενέργειας (ΑΠΕ). Τετρακόσιοι πενήντα τέσσερις (454) εκπαιδευτικοί της δευτεροβάθμιας εκπαίδευσης από τα Δωδεκάνησα απάντησαν σε ερωτηματολόγιο που δομήθηκε με βάση τη θεωρία της Προσχεδιασμένης Συμπεριφοράς (Ajzen, 2002). Τα δεδομένα αναλύθηκαν με πολλαπλή γραμμική παλινδρόμηση προκειμένου να εξεταστεί ποιοι παράγοντες επιδρούν στην πρόθεση του εκπαιδευτικού να διδάσκει θεματικές για τις ΑΠΕ. Το μοντέλο βρέθηκε να είναι στατιστικά σημαντικό (p < .001), ενώ το 62,8% της διακύμανσης της πρόθεσης διδασκαλίας εξηγήθηκε από τις μεταβλητές του μοντέλου. Οι στάσεις του εκπαιδευτικού απέναντι στις ΑΠΕ βρέθηκε να είναι ο πιο ισχυρός παράγοντας πρόβλεψης της πρόθεσης διδασκαλίας, ενώ ακολουθούν οι αντιλήψεις του για το κατά πόσο θεωρεί τον εαυτό του ικανό να διδάξει τη συγκεκριμένη θεματική και για το ποιες είναι οι στάσεις της τοπικής κοινότητας απέναντι στις ΑΠΕ.
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Κωνσταντινίδη Ν. Π., & Λιαράκου Γ. (2019). Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας. Περιβαλλοντική Εκπαίδευση για την Αειφορία, 1(1), 1–13. https://doi.org/10.12681/ees.16846
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