ÇEVRE BILINCI, ÇEVRESEL DUYARLILIK VE DOĞAYA BAĞLILIK: ÖĞRETMENLER ÜZERINE BIR İNCELEME.

In recent years, the rapidly increasing environmental, nature problems and individual behaviors have drawn the attention of researchers in this direction. Therefore, the aim of the research is to reveal the environmental awareness, environmental sensitivity and connectedness to nature behaviors of teachers, who are one of the most important parts of the education process. The population of the research consisted of teachers in Gaziantep, and the sample consisted of 634 teachers selected by random sampling. As data collection tools, "Environmental Awa reness and Sensitivity Scale" developed by Yeşilyurt, Gül and Demir (2013) and "Connectedness to the Nature Scale" developed by Mayer, F. S., and Frantz, C. M. (2004) and adapted into Turkish by Bektaş, F., Kural, B., & Orçan (2017) were used. In the analysis of the data, Independent Sample t test, Anova and Pearson Correlation analysis were used. According to the findings, significant differences were found in environmental sensitivity in the gender variable and in environmental awareness in the age variable. Significant differences were found in part of nature, environmental awareness and environmental sensitivity according to the branch variable; while significant differences were found in integration with nature and part of nature subdimensions according to sports experience variable (p<0.05). As a result, it can be said that teachers' connectedness to nature, environmental awareness and environmental sensitivity are generally at moderate levels. It is recommended to hold developer seminars for connectedness to nature and the solution of environmental problems. Environmental awareness and awareness activities can be carried out through outdoor-based sports activities. [ABSTRACT FROM AUTHOR]