How does eco-anxiety among geography teachers affect their performance? Evidence from the Banja Luka region (B&H)

Abstract

Geographical education plays a crucial role in shaping individuals' understanding of the importance of addressing climate change and environmental issues. Nonetheless, the impact of ecological anxiety (eco-anxiety) on geography teachers, and its effect on their performance, remains insufficiently explored. This study examines the nature of eco-anxiety among geography teachers in the Banja Luka region of the Republic of Srpska, Bosnia and Herzegovina (B&H). The research utilizes the HEAS-13 scale, which has been adapted into Serbian for the first time. This scale encompasses affective, rumination, behavioral impairment, and personal impact as the fundamental dimensions of ecological anxiety, comprising a total of 13 questions. The collected data were analyzed using the JASP software. Given the relatively small sample size (N = 40) and the observed non-normal distribution of data (Z-test), as well as their ordinal nature (Likert scale), correlations were determined using Spearman's rho factor. The primary hypothesis of the study suggests that geography teachers will exhibit a higher degree of rumination compared to other measured dimensions. The findings confirm the hypothesis, as rumination is the most prominent symptom of eco-anxiety (M = 0.925). The eco-anxiety of teachers in the Banja Luka appears to align with established trends based on gender, age, and type of school. The most notable correlation is observed between the dimensions of rumination and concern for personal impact on climate change (rho = 0.635). The expression of negative symptoms of rumination implies that teachers employ maladaptive coping strategies when addressing the adverse effects of climate change.