Omani Pre-Service Teachers, Climate Change Anxiety, and Self-Efficacy to Teach Climate Change Education
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| Title: | Omani Pre-Service Teachers, Climate Change Anxiety, and Self-Efficacy to Teach Climate Change Education |
|---|---|
| Language: | English |
| Authors: | Wafaa Mohammed Moawad Abd-El-Aal, Neus Evans (ORCID |
| Source: | Journal of Science Teacher Education. 2025 36(5):687-711. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Climate, Anxiety, Self Efficacy, Preservice Teachers, Science Teachers, Environmental Education, Stress Variables, Correlation, Gender Differences, Intellectual Disciplines, Physical Health, Mental Health, Science Education |
| Geographic Terms: | Oman |
| DOI: | 10.1080/1046560X.2024.2442839 |
| ISSN: | 1046-560X 1573-1847 |
| Abstract: | This exploratory study investigates the relationship between climate change anxiety and self-efficacy in teaching climate change education among Omani pre-service science teachers (PSSTs). Using a custom-designed questionnaire adapted from established anxiety scales, the researchers collected data on climate change anxiety levels across four domains (reported anxiety, stress levels, cognitive impacts, and physiological impacts) and self-efficacy to teach climate change education. The survey was administered to a group of PSSTs, and responses were analyzed using descriptive statistics and correlation analysis. Results show all participating PSSTs experienced some level of climate change anxiety. A statistically significant, moderate negative correlation was found between climate change anxiety levels and PSSTs' self-efficacy in teaching climate change education. Higher levels of anxiety were associated with lower self-efficacy. No significant differences in climate change anxiety levels were found based on gender or science specialization. Building on these findings, we discuss implications for teacher education academics, curriculum developers, researchers, policymakers, and others interested in climate change education. We argue for a range of future initiatives in initial teacher education that take climate change anxiety into account. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493748 |
| Database: | ERIC |
| Abstract: | This exploratory study investigates the relationship between climate change anxiety and self-efficacy in teaching climate change education among Omani pre-service science teachers (PSSTs). Using a custom-designed questionnaire adapted from established anxiety scales, the researchers collected data on climate change anxiety levels across four domains (reported anxiety, stress levels, cognitive impacts, and physiological impacts) and self-efficacy to teach climate change education. The survey was administered to a group of PSSTs, and responses were analyzed using descriptive statistics and correlation analysis. Results show all participating PSSTs experienced some level of climate change anxiety. A statistically significant, moderate negative correlation was found between climate change anxiety levels and PSSTs' self-efficacy in teaching climate change education. Higher levels of anxiety were associated with lower self-efficacy. No significant differences in climate change anxiety levels were found based on gender or science specialization. Building on these findings, we discuss implications for teacher education academics, curriculum developers, researchers, policymakers, and others interested in climate change education. We argue for a range of future initiatives in initial teacher education that take climate change anxiety into account. |
|---|---|
| ISSN: | 1046-560X 1573-1847 |
| DOI: | 10.1080/1046560X.2024.2442839 |
