A STUDY OF PRO-ENVIRONMENTAL BEHAVIOR AS A COMPONENT OF NATURALISTIC INTELLIGENCE AMONGST IN-SERVICE SCHOOL TEACHERS

Abstract

Pro-environmental behaviors (PEBs), dened by Kollmuss & Agyeman (2002: 240) as “behavior that consciously seeks to minimize the negative impact of one's actions on the natural and built world” Pro-environmental behavior can be dened as all possible actions aimed at avoiding harm to and/or safeguarding the environment (Steg and Vlek, 2009), either performed in public (e.g., participation in environmental movements) or private domains (e.g., recycling; Hadler and Haller, 2011). Environmental issues, concerns and problems are constantly under the scanner of public review and rightly so. What we see all around us; be it forest res, deadly heat waves, ash oods or droughts is nothing but the consequences and impacts of all our anthropogenic activities. In keeping with the Sustainable Development Goals, we must try to curb the damage to the environment, or perhaps even reverse some of our deleterious actions. We must consciously cut down emissions, reduce footprint, be sensitive, and of course behave pr-environmentally. Environmental problems could therefore be reduced if people acted more pro-environmentally. Many countries have already committed to take measures to reduce climate change , yet the efciency of implementation and scale of these measures differs across countries.People's environmental considerations, such as biospheric values and environmental self-identity, are related to pro-environmental behavior.