Education for Sustainable Development: An Investigation of Teacher Candidates' Self-Efficacy Beliefs According to Various Variables

This study aims to examine how early childhood education teacher candidates’ self-efficacy beliefs towards teaching sustainable development differed according to their active life experiences and demographic variables (e.g., gender, grade level, place of childhood, childhood home, having a garden at home, professional activities, membership in a non-governmental organization). 335 early childhood education teacher candidates at differing undergraduate levels from various universities throughout Türkiye constituted the participants. The data were collected using a demographic information form and Education for Sustainable Development Teaching Beliefs Scale. Statistical analyses indicated no statistically significant difference between preservice teachers’ gender, grade level, house type, garden status, participation in professional development activities, membership status in non-governmental organizations, repairing and renewing old objects instead of throwing them away or personal teaching efficacy and outcome expectancy belief scores. Significant differences were found in education for sustainable development teaching beliefs scores based on the variables of the place where the individual spent his/her childhood, participating in independent activities regarding the environment, recycling waste, and/or turning off the water while brushing teeth. These study findings confirmed that some demographic variables and active life experiences should be taken into consideration when looking for ways to increase self-efficacy of teacher candidates towards teaching education for sustainable development.