Abstract: The purpose of the study was to determine the nature and extent of teachers` attitude towards environmental sustainability issues in the school curriculum and the influence of their gender, teaching experience, educational qualification and type of school where they teach (primary or secondary) on their attitude. A total of 321 teachers selected from 18 primary and secondary schools in Calabar Education Zone of Cross River State, Nigeria participated in the study. Data for the study was collected with a 36-item, modified Likert-type attitude questionnaire. The data collected were analyzed using one-sample t-test and 4-way ANOVA. The results indicate that the teachers have significantly positive attitudes towards environmental sustainability issues and the teaching of the environmental sustainability topics in the school curriculum the main effects of gender, teaching experience, educational qualification and school type and their interactions are not significant (p<0.05) for attitude towards environmental sustainability issues and with attitude towards the teaching of topics in environmental sustainability as the dependent variable, only 4 interactions are significant.
Iroha Kalu , L.E. Uwatt and A.E. Asim , 2008. Nigerian Teachers` Attitude Towards Environmental Sustainability Issues in the Curriculum. The Social Sciences, 3: 126-131.