A Structural Model of Green Technology Practices among Primary School Teachers at Northern Region Malaysia

Abstract

Over the past few years, green technology practices have received increasing attention since it is considered critical for protecting the environment. However, only a few studies have presented green technology practices in the education field. Green education is viewed as a learning process that involves problem-solving and students' ability to make informed decisions for the future. This study aimed to examine the level and influence of primary school teachers' awareness and motivation in accepting green technology practices. Besides, this study aimed to examine the moderation effect of knowledge and gender on the relationship between awareness and motivation with the acceptance of green technology practices. This study employed a quantitative approach. Thus, 355 usable data from teachers have been collected in Malaysia's northern region, and the data were analysed using SmartPLS. The findings show that awareness and motivation are positively and directly associated with green technology practices. Also, it was found that only knowledge to be a moderator in the relationship between awareness, motivation, and green technology practices among primary teachers in northern region Malaysia.