Abstract
The value orientation of a person is highly likely to have consequences in his/her attitudes and behavior. The study reported in this paper examined the ecological/environmental value orientations of prospective secondary school teachers enrolled at Addis Ababa University for a one year Postgraduate Diploma in Teaching (PGDT) program. An environmental and sustainability literacy questionnaire (ESLQ) was used to measure the awareness and views of participants on key environmental/ecological issues and concerns. The 15 items that make up the New Ecological Paradigm Scale have been included in the ESLQ as they are. This paper reports findings related to participants' entry profile and their views about key environmental/ecological issues. The results show two interesting trends with regard to participants' ecological value orientations. First, both the eight pro-NEP and the seven pro-DSP statements have been endorsed. Second, the level of agreement with the two apparently contradictory groups of statements happened to be almost exactly the same (with an average of 67.1% endorsement for pro-NEP statements and strikingly equal level of endorsement of 67.4% for pro-DSP statements). The findings thus show that the prospective secondary school teachers hold a syncretic (NEP plus HEP) not a dualistic (NEP vs. HEP) worldview. In fact, a closer look into the patterns of responses to the five categories of statements shows that respondents had, on average, a pro-DSP worldview in four of the five categories. The only category where respondents had a pro-NEP view relates to 'possibility of eco-crisis'. Key words: Dominant social paradigm, ecological value orientations, green development, new ecological paradigm, prospective teachers.
Highlights
Value orientations and pro-ecological behaviorIt has long been argued that traditional philosophical views on the human relationship with nature have contributed to environmental destruction and degradation (Jardins, 2001)
This study tried to look into the entry profile of the prospective secondary school teachers who were enrolled into their professional training in the summer of 2012/13 academic year
The study reported in this paper shows that the Ethiopian respondents held both pro-New Ecological Paradigm (NEP) and pro-Dominant Social Paradigm (DSP)
Summary
Value orientations and pro-ecological behaviorIt has long been argued that traditional philosophical (and theological) views on the human relationship with nature have contributed to environmental destruction and degradation (Jardins, 2001). Achieving the goals of a sustainable future requires reaching peoples deep convictions and their emotions, which partake in ethical values (Szagun and Mesenholl, 1993) This is because an individual's action in favor of or against ecological balance is believed to depend largely on values acquired in the course of his/her life. Frequency graduates receive their first degree in the subject area disciplines (History, Chemistry, etc.) and join faculties of education in the various universities for one year professional training to become a secondary school teacher in their respective subject areas. Result of the study clearly shows that the PGDT attracted students who scored relatively higher cumulative GPAs in their respective areas of specialization (Table 3)
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