The Interaction Between Teacher Self-Efficacy and Ascription of Responsibility and Its Influence on Teachers’ Intention to Implement ESD: A Polynomial Regression With Response Surface Analysis
The Interaction Between Teacher Self-Efficacy and Ascription of Responsibility and Its Influence on Teachers’ Intention to Implement ESD: A Polynomial Regression With Response Surface Analysis
Author(s): Nena VukelićSubject(s): Social Sciences, Education, Pedagogy
Published by: Vytauto Didžiojo Universitetas
Keywords: Ascription of responsibility; Intention to implement education for sustainable development; Norm Activation Model; Polynomial regression; Response surface analysis; Teacher self-efficacy;
Summary/Abstract: This study examines predictors of teachers’ intention to implement education for sustainable development (ESD), emphasizing the role of teacher self-efficacy and ascription of personal responsibility for ESD implementation. Based on a sample of 698 student teachers, the results from polynomial regression and response surface analysis indicate that congruence between teacher self-efficacy and ascription of responsibility is associated with increased intention to implement ESD.
Journal: Pedagogika
- Issue Year: 159/2025
- Issue No: 3
- Page Range: 127-149
- Page Count: 23
- Language: English
