The purpose of this study is to clarify what sorts of environmental awareness and behaviors teachers have, on the basis of mailed questionnaires targeted to elementary and junior high school teachers all over Japan. First of all, we attempted to clarify the relationships between their awareness regarding global warming issues and their environmental behaviors in daily life. Secondly, clarification was sought of differences of their volition as well as practice in environmental education. The main findings are as follows :
1) By factor analysis, three factors were found in each of their awareness and behavior. Their awareness of the global warming issues were classified as “Social Awareness, ” “Action Awareness, ” and “Crisis Awareness, ” while their daily behaviors were classified as “Energy Saving Behavior, ” “Traditional Knowhow Behavior, ” and “Positive Crisis Preventing Behavior.”
2) The six factors mentioned above were analyzed by cluster analysis, and five clusters were obtained, i.e., “Active, ” “Uninterested, ” “Saving, ” “Principled, ” and “Crisis” clusters.
3) Finally, the five clusters were respectively analyzed in terms of the differences of practice and volition in environmental education. As a result, the “Active” teachers were understandably more active in environmental education practice and had stronger will to enforce environmental education than those in other clusters, while, it was noted, the teachers in the “Uninterested” and “Saving” clusters were less active in practice and had less will to enforce environmental education.
