How Teacher’s Climate Change Belief Influences Classroom Management Practices for Students’ Climate Change Awareness In Nigerian Schools

Abstract

The growing recognition of the challenges of climate change has increased the research interest on how to address its issues and make the planet earth safer for human habitation. Man, unfortunately has remained at the centre of this debacle being the only ecological being that exerts the greatest influence on the environment. This study examined how teacher’s climate change belief influences classroom management practices for students’ climate change awareness. The study was conducted in nine senior secondary schools in Ebonyi State. It was a descriptive survey that adopted the expost facto research design. Data were collected through a structured questionnaire, administered to science teachers who accepted to participate in the study. The data collected were analyzed using descriptive statistics. Findings from the study revealed among other things that a teacher’s perception of climate change is a significant predictor of students’ perception of climate change. Based on the findings of the study, one of the recommendations is that Government and school administrators should encourage regular training and re-training of teachers on issues of CC in order to deepen their beliefs on the phenomenon and thus, increase their awareness levels which will seamlessly transcend to students.