Evaluation of ecological footprint awareness levels of classroom teachers and determination of their classroom practices

This study was carried out with the aim of evaluating the ecological footprint awareness levels of classroom teachers and determining the classroom practices. For this purpose, in the 219/2020 academic year, the teachers working in the schools in four districts (Bağlar, Kayapınar, Sur and Yenişehir) in the center of Diyarbakır were studied. In this research, a mixed model using the general screening model from the quantitative research methods and the general qualitative model from the qualitative research methods were used. In the quantitative research, 536 classroom teachers were studied and the Ecological Footprint Awareness Scale consisting of 46 items was used as a data collection tool. The data obtained were analyzed with SPSS 22.0 package program. In qualitative research, classroom teachers were asked to answer the interview form consisting of 5 open-ended questions. In the analysis of the data obtained in the research, arithmetic mean, percentage and frequency were used from descriptive statistics. In addition, nonparametric tests (Mann Whitney U, Kruskal Wallis H) were used in the process of comparing the obtained data in terms of variables. In the analysis process of interviews with teachers, content analysis was used. As a result of the research, according to gender variable in the ecological footprint awareness levels of classroom teachers; It was determined that there was no significant difference in the sub-dimensions of "food", "transportation and shelter", " energy " "wastes" and "water consumption". According to the seniority variable. It has been determined that there is a significant difference against teachers who have seniority between 6-10 years in the sub-dimensions of " food "," energy ", "waste" and "water consumption". And there is a significant difference against teachers who have seniority between 1-5 years in the sub-dimensions of "transportation and shelter". According to the variable of education level of classroom teachers, there was no significant difference in the sub-dimensions of "food", "transportation and shelter", "" energy "," "waste", "water consumption". According to the faculty variable that classroom teachers graduated; it was determined that there was no significant difference in the sub-dimensions of "food", "transportation and shelter", "energy" "wastes", "water consumption". According to the variable of classroom type that classroom teachers teach in; there was a significant difference in favor of classroom teachers who teach in independent class in the sub-dimension of "transportation and shelter". According to the region variable where teachers work; it has been determined that there is a significant difference in favor of the teachers working in the city center only in the sub-dimension of "transportation and shelter". According to the variables of the classroom teachers' attendition status for ecological footprint seminars; there was no significant difference in the sub-dimensions of " food ","transportation and shelter", "energy", " waste " and "water consumption". As a result of interviews with classroom teachers: It has been concluded that ecological footprint practices should be given starting from primary school. It has been concluded that the practices made by classroom teachers in order to reduce the ecological footprint include the components of the Ecological footprint and these activities provide the development of environmental awareness, sense of responsibility and solidarity, love of nature and animals, protection and ownership in children. It has been determined that classroom teachers encounter difficulties such as limited school opportunities, lack of adequate support from parents and administrators, inadequate curriculum and crowded class sizes during the activities they carry out to develop sustainable living opportunities with ecological footprint practices. As a result of the study, it was concluded that there should be a separate course called Environmental Education, school opportunities should be increased and parents should be educated.