WASTE MANAGEMENT AWARENESS, KNOWLEDGE, AND PRACTICES OF SECONDARY SCHOOL TEACHERS IN OGUN STATE, NIGERIA—IMPLICATIONS FOR TEACHER EDUCATION

摘要

This paper presents the findings of the waste management awareness, knowledge and practices held by a group of secondary school teachers in Ogun State, South-West, Nigeria. Using the theory of planned behaviour as framework, a 34-item researcher designed survey instrument-waste management awareness, knowledge and practice questionnaire (WMKABQ) was administered on 240 teachers selected across the four geo-political zones in the State. The data were analysed using percentage, mean, chi-square, t-test, analysis of variance (ANOVA) and multiple regression analysis. The results show that teachers are aware and knowledgeable about waste management in their schools. However, they possess negative waste management practices. Significant differences were found in teachers' sex, age, educational qualification, teaching experience, subject of specialisation and their knowledge and practice of waste management. While no significant differences were found in the awareness of waste management of teachers according to sex, class taught, and school location. Sex, age, subject specialisation, class taught, school location and educational qualification were found to be related to teachers waste management practices. Moreover, sex, age, teaching experience, class taught, school location and subject of specialisation were found to be predictors of teachers' knowledge and practice of waste management. The findings from this study are of relevance to decision makers bringing environmental education into the policy of teacher education institutions, and for programme developers, on effective directions for integrating environmental education given the structures and frameworks of current programmes.