ZORUNLU (GEREKLİ) YEŞİL DAVRANIŞ VE ÇEVRE YANLISI ÖZ KİMLİK: ÖZEL OKUL ÖĞRETMENLERİNİN YEŞİL SAVUNUCULUK PERSPEKTİFİ

Abstract

Sürdürülebilirlik uygulamalarının artmasıyla, öğretmenlerin çevre bilinciyle hareket etmeleri beklenmektedir. Bu çalışmada, özel okullarda öğretmenlerin zorunlu olarak uyguladıkları yeşil davranışların, öğretmenlerin çevresel öz kimliklerini nasıl şekillendirdiği ve bu durumun öğretmenlerin yeşil savunuculuğu üzerindeki etkileri araştırılmaktadır. Bu kapsamda çalışmada, Türkiye’deki özel okullardaki tüm branşlarda çalışan 500 öğretmene online anket çalışması uygulanmıştır. Bu bağlamda elde edilen veriler, PLS temelli yapısal eşitlik modellemesi ile test edilmiştir. Çalışma kapsamında yapılan analizlere göre, özel öğretmenlerin zorunlu yeşil davranışının yeşil savunuculuk üzerinde anlamlı etkisinin olduğu, öğretmenlerin zorunlu yeşil davranışının çevre yanlısı öz kimlik üzerinde anlamlı etkisinin olduğu, öğretmenlerin çevre yanlısı öz kimliğinin de yeşil savunuculuk üzerinde anlamlı etkiye sahip olduğu belirlenmiştir. Ayrıca özel öğretmenlerin zorunlu yeşil davranışının çevre yanlısı öz kimlik üzerindeki etkisinde yeşil savunuculuğun kısmi aracılık etkisinin olduğu belirlenmiştir. Bu bulgular; öğretmenlerin çevreye duyarlılıklarını artıran davranışsal değişimlerinin çevresel öz kimliklerini güçlendirdiğini ve bu öğretmenlerin çevre bilinciyle hareket eden bir öz kimlik geliştirmelerinin, toplumsal ve çevresel konularda daha aktif bir savunuculuk rolü üstlenmelerine zemin hazırladığını göstermektedir. Araştırma özel okul öğretmenleri özelinde çevresel öz kimlik ve yeşil savunuculuk ilişkisini ele alması açısından özgün bir katkı sunarken, verilerin yalnızca Türkiye’deki özel okullardan toplanmış olması, sonuçların genellenebilirliğini sınırlayabilecek bir kısıt olarak değerlendirilebilir.

Keywords

• Yeşil Savunuculuk
• Çevre Yanlısı Öz Kimlik
• Zorunlu Yeşil Davranış
• Özel Okul Öğretmenleri

MANDATORY (REQUIRED) GREEN BEHAVIORS AND ECO-FRIENDLY SELF IDENTITY: PRIVATE SCHOOL TEACHERS’ GREEN ADVOCACY PERSPECTIVE

Abstract

With the increasing emphasis on sustainability practices, teachers are expected to demonstrate environmental awareness. This study examines how green behaviors in private schools influence teachers’ environmental self-identities and, in turn, impact their green advocacy. In this context, an online survey was administered to 500 teachers across all subject areas in private schools in Turkey. The data obtained were tested with PLS-based structural equation modeling in this context. According to the analyses conducted within the scope of the study, it was determined that private teachers’ mandatory green behaviors have a significant positive effect on green advocacy on environmental self-identity; likewise, environmental self-identity significantly predicts green advocacy. In addition, environmental self-identity was found to partially mediate the relationship between compulsory green behaviors and green advocacy. These findings suggest that engaging in environmentally responsible actions strengthens teachers’ environmental self-identity, which then fosters more active advocacy for societal and ecological issues. While the research offers an original contribution in addressing the relationship between environmental self-identity and green advocacy among private school teachers, its generalizability may be limited by the fact that the sample was drawn solely from Turkish private schools.

Keywords

• Green Advocacy
• Pro-Environmental Self-Identity
• Mandated Green Behavior
• Private School Teachers

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