The relationship between preschool teachers' ecological footprint awareness and their competence in science activities

This study aimed to examine the relationship between preschool teachers' "Ecological Footprint Awareness Levels" and "Competence Levels in Science Activities". In addition, the relationship between both "Ecological Footprint Levels" and "Competence Levels in Science Activities" of preschool teachers and variables such as gender, educational status, place of residence spent during childhood, taking courses on environment and nature, and duration of professional experience was examined. The research was carried out with 193 preschool teachers working in independent and official kindergartens and preschool classes in Yozgat province and "Personal Information Form", "Awareness Scale for Reducing Ecological Footprint" and "Scale to Determine Preschool Teachers' Competence Regarding Science Activities" were used in the research. In the analysis of the data collected in the research, t-test in independent groups, analysis of variance (ANOVA) and Bonferroni tests were used. According to the correlation analysis, as a result of the research; A statistically significant relationship was found between preschool teachers' "Science Activities Competence Levels" and "Awareness of Reducing the Ecological Footprint" scores. As a result of the linear regression analysis conducted to determine the effect of science activities competence levels on awareness scores for reducing the ecological footprint, it was concluded that a one-unit increase in preschool teachers' Science Activities Competence scores increased the Ecological Footprint Reduction Awareness score by 0.430 points. This result, contrary to the research, revealed that preschool teachers' competence in science activities increased their ecological footprint awareness. According to the regression analysis, the score for determining science activities competence explained 14.8% of the awareness scores for reducing the ecological footprint. As a result of the research, it was determined that preschool teachers' ecological footprint awareness levels differed according to the professional experience period variable; on the other hand, preschool teachers' competence levels in science activities differed only according to the variable of taking courses on environment and nature during the vocational training process.