Teachers' Perceptions and Preparedness on Climate Change Education in Social Studies
DOI:
https://doi.org/10.67167/vertex.533Keywords:
climate change education, teachers’ perception, teachers’ preparedness, curriculum integration, descriptive-correlational designAbstract
This study examined the teachers’ perceptions and preparedness in integrating Climate Change Education (CCE) in Social Studies in Quezon IV District during the School Year 2025–2026. Grounded in Ajzen’s (1991) Theory of Planned Behavior and Shulman’s (1986) Pedagogical Content Knowledge framework, the study employed a descriptive-correlational research design. The respondents were 136 public elementary school teachers selected through total enumeration sampling. Data were gathered using a validated questionnaire with a Cronbach’s Alpha of .905. Findings revealed that teachers have a high level of perception and preparedness in integrating Climate Change Education. Furthermore, a moderate positive and statistically significant relationship was found between teachers’ perceptions and preparedness, indicating that more positive perceptions are associated with higher levels of readiness. The study concludes that while teachers are generally prepared to integrate climate education, continued professional development and institutional support are recommended to further strengthen implementation.
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