Correlational Study: Teacher Perceptions and The Implementation of Education for Sustainable Development Competency for Junior High School Teachers

Abstract

ESD competence is key for teachers to implement ESD in schools so that education can make a real contribution to achieving sustainable development goals. This study analyzes the relationship between perceptions of teacher ESD competence and ESD implementation in Junior High Schools (JHS). This study uses a correlational study. The population in this study included JHS teachers. The research sample consisted of 384 teachers who were taken using a multistage sampling technique by taking teachers from 3 sub-districts in 6 urban districts. The data collection method used is by distributing questionnaires to respondents. Data analysis is using percentage analysis technique amd Pearson correlation analysis technique. The results of this study indicate that teachers need ESD competencies because teachers feel that the implementation of ESD in schools is still in the average category. So teachers hope to acquire competencies related to ESD in more depth. Based on this, it is hoped that policymakers at the national level, local governments, and even the schools themselves will organize activities to improve ESD competence for teachers in various forms of training, seminars, and others. This is done so that the implementation of ESD in schools can be maximized so that teachers, as the spearhead of education, can make a real contribution to achieving the 2030 agenda.

Science interdisciplinary learning approach: a study interdisciplinary thinking skills and literacy environment

“…Sustainable development competencies can be included in the development of academic programs. Learning model based on interdisciplinary learning with science interdisciplinary [42], problem-based [43], project based [44], as well as adopting sustainable development goals effective for increasing interdisciplinary thinking and environmental literacy of prospective teachers [45]. Teachers' integrated knowledge influences interdisciplinary learning so that the formation of interdisciplinary thinking skills is the initial stage carried out at universities in lectures.…”

Readiness and Challenges of General Education Teachers on the Implementation of Inclusive Education

“…Descriptive correlational studies do not involve manipulating conditions, aligning with the objectives of describing teachers' perceived levels of readiness and challenges in implementing inclusion, and analyzing relationships between these variables and teacher profiles. Correlational designs are commonly used when exploring relationships between teacher perceptions or attributes and implementation of educational practices (Mulyadi et al, 2023;Thomas, 2022). Similarly, this study aimed to examine connections between teacher perceptions of their own readiness and the barriers they faced promoting inclusion.…”

Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

“…Eliyawati et al [38] also emphasized the need for science teachers to integrate ESD teaching competencies with their science teaching competencies. In a dissimilar context, Mulyadi et al [39] found that teachers' perceptions of their ESD competence were positively correlated with the implementation of ESD in schools. Given these dynamics in the association of teachers' knowledge of ESD and their preparedness to engage in ESD, we hypothesize the following:…”