Perspectives of Secondary School Principals on Their Support for the Implementation of Climate Change Education
Bibliographic record
Abstract
The inclusion of climate change education in the educational system has been suggested at conferences and meetings of global leaders. Most nations worldwide are attempting to include climate change education in their curricula. However, in South Africa, there seem to be little efforts that are focusing on supporting the implementation of climate change education at the school level. This paper investigated the perspectives of secondary school principals on their support for climate change education. This case study was based on a qualitative research method and four principals were purposively selected from the twenty secondary schools which participated in the climate change education project. One-on-one semi-structured interviews were used to collect data. The Deming Cycle model was used as the theoretical lenses of the study. It emerged from the data that though, through different strategies, all principals were using motivation as a strategy to support the implementation of climate change education in their schools. It can be concluded from this study that although principals used divergent strategies to support the implementation of climate change education in their schools and they were serious about climate change, a component that was key to sustainable schools. It is therefore recommended that clear guidelines on principals’ support for the implementation of climate change education in schools which among other things clarify the principals’ roles be developed by the Department of Basic Education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".