Analysis of the perception of Secondary School Teachers in education for sustainable development

Abstract

This case study focuses on Claret school in Madrid (Spain) to study the teachers’ perception on education for sustainable development (ESD) and the differences due to demographic differences (age, gender, professional experience and subject area). A questionnaire was adapted, which contains 50 possible answers to an open question. Those answers must be scored by participating teachers according to their conformity with them. After obtaining the final scores and testing the effect of the demographic variables, the results show a general but not homogenous positive perception of ESD. Those teachers with less age and experience had a more favorable perception of ESD, despite their unfamiliarity with the topic. This study shows the need to improve teachers’ professional development in ESD.