Examination of the relationship between the environmental literacy levels and ecological citizenship levels of preschool teachers

The research was carried out with the participation of 223 preschool teachers working in the central districts of Sakarya, Düzce and Bolu provinces in order to examine the relationship between the environmental literacy levels of preschool teachers and their ecological citizenship levels. General Information Form, Environmental Literacy Questionnaire, and Ecological Citizenship Scale were used as data collection tools in the research in which the relational screening model, one of the quantitative research methods, was used. In the analysis of the data, independent samples t-test, Mann Whitney U, Kruskal Wallis tests and Spearman Brown formula were used. As a result of the analyzes made, the variable of gender and the type of school variable did not create a significant difference in the environmental literacy levels of preschool teachers; it was determined that the age variable created a significant difference in the environmental knowledge dimension, the educational status variable in the environmental attitudes dimension, the variable of environmental education status in the environmental uses dimension, the experience variable in the environmental uses dimension, environmental attitudes dimension and the total scores of the scale. In the ecological citizenship levels of preschool teachers, the variable of educational status did not make a significant. Besides, the variable of age creates a statistically significant difference in the sustainability dimension and scale total scores, the variable of gender in the responsibility dimension, the type of school variable in the participation dimension, sustainability dimension and total scale scores. It was determined that the variable of experience created a statistically significant difference in the sustainability dimension, right and justice dimension and the total scores of the scale. Also, the variable of having environmental education created a statistically significant difference in the participation dimension, responsibility dimension and total scores of the scale. When the relationship between the scales was examined, it was concluded that there was a positive and significant relationship between the environmental literacy levels and ecological citizenship levels of preschool teachers.