Abstract
In recent decades, a positive, organizational, school culture has been examined as a key parameter in the implementation of Environmental Education and Sustainability programs at the school level. A review of the international literature shows that many schools have the basic characteristics of a positive school culture, such as relationships of trust and cooperation, dense networking and direct communication, elements that lead to job satisfaction, a positive attitude, the ability to take initiatives and an innovative climate. The purpose of this paper is to investigate the impact of school culture and climate on the submission and acceptance of environmental actions by teachers. The correlation between the characteristics of a positive school culture and the development of a culture of implementing environmental actions is studied, through a critical review of the international literature and interviews conducted in three elementary schools and a Center for Environmental Education and Sustainability. The analyses reveal the correlations and factors that shape a stable positive culture of environmental action by teachers.
Published Version
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