Carbon Footprint Status, Climate Change Mitigation Awareness and Education for Sustainable Development Perceptions of School Principals in the Island of Panay: Bases for an Eco-school Toolkit

Abstract

The study aimed to develop an eco-school toolkit based on the assessed levels of carbon footprint status, climate change mitigation awareness and education for sustainable development perceptions of principals in the Island of Panay for the School Year 2019-2020.  The researcher employed mixed method research design: quantitative and qualitative approach. A survey was conducted to the randomly selected 210 samples using the researcher-made questionnaires, and two sessions of focus group discussions were conducted to the Philippine - Open Government Partnership (P-OGP), National Executive Coordinating Council (NECC) and international philanthropists.  The Eco-School Toolkit was adopted from the 4Ds Training Cycle Map Process by Samuel Phil (2010).  The data was statistically interpreted through frequency counts, percentage, mean, standard deviation, Analysis of Variance, Pearson correlation coefficient at 0.05 level of significance.  The results shows that RPMS-PPST rating revealed that principals with “outstanding” and “very satisfactory” ratings consume maximum energy and living a “carbon-unfriendly lifestyle” resulting to an increase in the carbon footprint status. This may create negative impressions among teachers that “outstanding” or “very satisfactory” principals are not manifesting carbon friendly habits, attitudes, practices and cultures. On the other hand, geographical location, age, sexual orientation and RPMS PPST Rating will not affect climate change mitigation awareness of principals. Further, geographical location, age, sexual orientation and RPMS PPST Rating will not affect education for sustainable development perceptions of principals.  Carbon footprint status is a significant indicator of education for sustainable development. Climate change mitigation awareness is a significant indicator of education for sustainable development. The school principals’ carbon footprint status influences their climate change mitigation awareness and the climate change mitigation awareness influences their education for sustainable development perceptions; and education for sustainable development perceptions influences their carbon footprint status. The interconnectedness, interrelationships and interrelatedness of carbon footprint status, climate change mitigation awareness and education for sustainable development perceptions may create ecological foundations for school principals to be eco-friendly leader, serving an eco-friendly school and promoting an eco-friendly community for an eco-friendly nation.