Linking Environmental Education Teaching Practices and Environmental Literacy: Evidence from Public School Teachers in Davao del Sur, Philippines

Abstract

This study explored the relationship between environmental education teaching practices and environmental literacy among 85 public elementary school teachers in Davao del Sur. Using a descriptive-correlational research design, the investigation was conducted at the Department of Education, UM Digos College, Davao del Sur, Philippines, between between May 2023 and September 2024. Results indicated that teachers demonstrated high levels of environmental concern, positive attitudes toward environmental education, and strong classroom practices. Their environmental knowledge was also rated high. To enhance methodological clarity and analyze the relationship between non-normally distributed data, Spearman’s rank-order correlation coefficient was employed. A statistically significant positive correlation was found between teachers’ environmental literacy and teaching practices, suggesting that frequent engagement in environmental education activities is associated with higher literacy. The findings highlight the importance of enhancing teachers’ environmental literacy and pedagogical approaches to strengthen environmental education. Ultimately, the study underscores the role of teachers in fostering environmentally responsible learners who can contribute to sustainable development.