Enhancing Sustainability Competence and Self-Efficacy of Junior High School Teachers Through a Holistic Teaching Intervention
DOI:
https://doi.org/10.65339/ijsis.V1.I2.85Keywords:
Education, GreenComp Framework, Holistic Teaching Intervention, Self-Efficacy, Sustainability Competence, Teacher Professional Development, ScienceAbstract
This study examined the sustainability competence and self-efficacy of Junior High School Science teachers and used the findings as a basis for developing a proposed Holistic Teaching Intervention. Anchored primarily in the GreenComp sustainability competence framework and contemporary perspectives on self-efficacy in Education for Sustainable Development, the study employed an explanatory sequential mixed-methods design. The quantitative phase involved 313 Senior High School Science students from two public secondary schools in the Division of Zamboanga City who assessed their former Junior High School Science teachers using a 48-item GreenComp-based survey questionnaire. The qualitative phase involved 15 Junior High School Science teachers who participated in focus group discussions. Quantitative data were analyzed using weighted mean and Pearson correlation, while qualitative data were examined through thematic analysis. Findings revealed High overall sustainability competence and High student-perceived self-efficacy, both with an overall mean of 3.08. A statistically significant moderate positive relationship was found between sustainability competence and self-efficacy (r = .689, p = .000), indicating that higher perceived competence tended to occur alongside greater perceived instructional confidence without implying causation. Sustainability competence differed significantly between the two schools, whereas self-efficacy did not. Teachers encountered challenges involving limited resources, time constraints, learner diversity, language barriers, financial limitations, workload, and differences in student preparedness. They sustained their competence and confidence through professional learning, collaboration, reflection, adaptive instruction, time management, and learner-centered practices. The study recommends strengthening contextualized sustainability education, sustained professional development, instructional support, and the implementation and evaluation of the proposed Holistic Teaching Intervention. The study is most directly aligned with SDG 4: Quality Education, particularly sustainability education and educator capacity-building, and SDG 13: Climate Action through the role of Science education in climate literacy and responsible environmental action. Its sustainability impact lies in strengthening long-term teacher capacity, institutionalizing Education for Sustainable Development, and supporting environmentally responsible, socially responsive, and contextually relevant Science education.
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Copyright (c) 2026 Irene A. Detuyatu, MAEd-Sci Ed, Dr. Bashiruddin A. Ajihil (Author)
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