Exploring the Role of Teacher Self-Efficacy and Personal Environmental Practices in Integrating Sustainability into Teaching: A Network Analysis of German Teachers

Martin Daumiller (), Melanie V. Keller and Markus Dresel
Additional contact information
Martin Daumiller: Chair of Personality Psychology and Educational Psychology, Ludwig Maximilian University of Munich, 80539 Munich, Germany
Melanie V. Keller: Chair of Personality Psychology and Educational Psychology, Ludwig Maximilian University of Munich, 80539 Munich, Germany
Markus Dresel: Chair of Personality Psychology and Educational Psychology, Ludwig Maximilian University of Munich, 80539 Munich, Germany

Sustainability, 2025, vol. 17, issue 16, 1-20

Abstract: Integrating sustainability into school curricula is increasingly important, with teachers seen as key “change agents”. However, many lack specific preparation for Education for Sustainable Development (ESD), and there is considerable variability in how explicitly or implicitly they address these topics in their teaching. The purpose of this study was to investigate interpersonal and contextual factors related to ESD implementation, including self- and action-efficacy, personal attitudes, eco-anxiety, private engagement and knowledge, alongside perceived student interest and pressure, and school awareness. A total of 419 teachers from various German primary and secondary schools ( M = 45 years, SD = 10.9; 68% female; teaching experience: M = 16 years, SD = 9.9) completed a cross-sectional online survey and knowledge test. Findings showed significant variation in how often teachers included sustainability in their teaching, unrelated to gender, school type, or training. Network analyses revealed that self-efficacy and private engagement—rather than teachers’ knowledge—were central predictors of ESD integration. Notably, private engagement emerged as a key bridge in the network, while high self-efficacy was closely tied to frequent classroom implementation. These results suggest that fostering teachers’ personal commitment and confidence may be more effective than focusing solely on knowledge to promote sustainability education.

Keywords: sustainability; self-efficacy; motivation; teacher; education for sustainable development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/17/16/7533/pdf (application/pdf)
https://www.mdpi.com/2071-1050/17/16/7533/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:17:y:2025:i:16:p:7533-:d:1728872

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().