Keywords : Climate change, ecology, and secondary school teachers.

Abstract : The present study investigates the attitudes of secondary school Biological Science teachers towards climate change and ecology. A simulated sample of 200 teachers representing urban and rural schools, varied qualifications, and differing exposure to environmental training was analysed. Measures included attitude scales for climate change and ecology. Descriptive statistics showed overall positive attitudes (M_climate = 68.33, SD = 7.30; M_ecology = 69.78, SD = 6.98). Teachers who had received environmental training reported higher mean attitudes (M_climate = 71.62) than those without training (M_climate = 66.28). Inferential analyses found no significant gender difference in climate attitude (t(≈) = 0.878, p = .381), but qualification was associated with attitude (ANOVA F (2,197) = 9.473, p < .001), with PhD-holders scoring highest. Climate and ecology attitudes were positively correlated (r = .290, p < .001). An OLS regression indicated that attitude toward ecology, experience, and training significantly predicted climate attitude (model adjusted R² ≈ 0.21). The paper discusses educational implications, recommending strengthened teacher professional development in environmental education, curriculum integration, and school-level ecological practices. Limitations (simulated data) and directions for field implementation and replication with real samples are discussed.

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