Ecological footprint awareness levels and environmental attitudes of classroom teacher candidates (Amasya sample)

The aim of this study is to examine ecological footprint awareness levels and environmental attitudes of the classroom teacher candidates with respect to various sociodemographic variables (gender, taking an environmental lesson status, household type, average monthly expenditure, place of residence who lived most, mother education level and father education level). Using a descriptive research design, the sample of this study consisted of 110 classroom teacher candidates (51 first grade and 59 fourth grade) continuing their education at the Faculty of Education of Amasya University. The data of this study collected using ''Ecological Footprint Awareness Scale" and ''New Environmental Paradigm Scale''. Data were analyzed using independent samples t-test, Mann-Whitney U test, and Kruskal-Wallis H test. Results of this study suggested that while the transportation-shelter and food footprint awareness of the classroom teacher candidates were at a moderate level, it was determined that the awareness of water consumption, energy, waste and general ecological footprint was high. Moreover, attitudes towards environment of the classroom teacher candidates were found to be positive and at a high level. Results of this study also suggested that the variable of household type, monthly average expenditure and mother education level did not make a significant difference in the ecological footprint awareness levels of the classroom teacher candidates. However, the variables of gender, taking an environmental lesson status, place of residence who lived most, father education level were found to be make a significant difference in the ecological footprint awareness levels of the classroom teacher candidates. It was found that the gender variable makes a significant difference in the awareness levels of the waste, food and general ecological footprint among the teacher candidates. It was also determined that taking an environmental lesson status made a significant difference in the food, transportation-shelter, energy, water consumption and general ecological footprint awareness levels of the classroom teacher candidates. It was also found that place of residence who lived most makes a significant difference in energy and general ecological footprint awareness levels of the classroom candidates. It was found that father education level makes a significant difference in the waste footprint awareness levels of the classroom teacher candidates. Additionally, results of this study suggested that the variables of gender, taking an environmental lesson status, household type, average monthly expenditure, place of residence who lived most, mother education level and father education level did not make a significant difference in the attitudes towards environment of the classroom teacher candidates. While conducting environmental courses in universities, it can be suggested to classroom teacher candidates to carry out activities to observe nature in addition to theoretical subjects. Keywords: Ecological Footprint Awareness, Attitudes Towards Environment, Classroom Teacher Candidates