Exploring preschool teachers' attitudes and perceptions towards environmental education

This study explores the attitudes and perceptions of preschool teachers towards environmental education (EE) using a mixed methods approach, specifically the explanatory sequential mixed methods design. The quantitative phase involved data collection from 109 preschool teachers utilizing demographic information forms, the Environmental Issues Attitude Scale, and the Sustainable Environmental Education Attitude Scale. The qualitative phase employed purposeful sampling, selecting 5 preschool teachers with the highest scores from the quantitative phase. These teachers participated in semi-structured interviews and provided their 2022-2023 academic year teaching plans for analysis. The quantitative findings revealed that preschool teachers exhibited moderately low attitudes towards environmental issues. No significant differences were observed in their attitudes based on university education, in-service training, years of experience, or age groups. Regarding sustainable environmental education, their attitudes were generally moderately high. However, no significant differences were found based on years of experience or age, while significant differences emerged in relation to university education and in-service training. The qualitative findings, derived from teacher interviews, indicated that teachers valued EE but perceived themselves as inadequately prepared. They identified various challenges hindering EE implementation, including lengthy and bureaucratic procedures for field trips, administrative issues, financial constraints, and transportation difficulties. Document analysis of the teachers' 2022-2023 teaching plans revealed that EE activities were primarily confined to specific days, weeks, and seasonal transitions, suggesting a discrepancy between their stated attitudes and actual practices.