An Assessment of School Administrators' Knowledge of, Attitudes Towards, and Degree of Support for Environmental Education in Wisconsin Public Schools

Abstract

Wisconsin has mandated that environmental education (EE) be included in public school curricula. In February, 1994, surveys were mailed to all Wisconsin public school principals (N = 1818) and to 308 directors of curriculum to determine their knowledge of, attitudes towards and degree of support for environmental education in their school or district. The surveys also asked administrators to identify barriers to including or increasing EE in their school or district and to prioritize needs. Surveys were returned by 50.3 percent of the principals and 67.9 percent of the directors of curriculum. Results revealed that over 70 percent of the administrators have had at least 1 course in environmental education, although only a third report having attended more than 2. Over 85 percent of both principals and directors of curriculum strongly agreed with the goals for environmental education, and 95 percent agreed that EE should be infused into the existing curriculum. Only 59 percent of the principals and 78 percent of the directors of curriculum reported that their district had a written curriculum plan for environmental education, despite a 1985 state mandate requiring all school districts to have a plan by 1990. Over half reported their school or district did not have someone identified as the EE coordinator, specialist or chairperson and of those that did, more than 50 percent described the position as voluntary with no release time. Most school administrators report they distribute EE information (70% ), offer encouragement to teachers teaching about the environment (75%) and support teacher requests to attend EE workshops not sponsored by the district (75%), however, only 10 percent of the principals and 33 percent of the directors of curriculum reported they write grants for EE to a considerable or great extent. Principals with 3 or more courses in environmental education reported taking a higher degree of action to support EE than principals who have not attended any EE courses. According to administrators, the top ranked barriers to EE in their schools or districts were lack of funding, lack of time and lack of support from teachers. Over half indicated they did not have the time to promote environmental education and between 40 and 50 percent of both principals and directors of curriculum felt there was not enough class time. The top three needs identified by school administrators were more time (63%), more funding (52%), and more inservice workshops for teachers on environmental education (39% ). Based upon survey findings, it appears that environmental education is not receiving the same attention as more traditional subjects in Wisconsin public schools and is not considered a high priority. State agencies, professional education organizations, environmental educators and academic institutions need to increase their efforts to provide incentives, funds, effective training and personnel support for environmental education so that it becomes a higher priority in Wisconsin public schools.