摘要：The aim of this research is to determine the ecological footprint awareness level of classroom teachers. In line with this purpose, 536 classroom teachers working in schools affiliated to four districts (Bağlar, Kayapınar, Sur and Yenişehir) in the city center of Diyarbakır in the 2019-2020 academic year were determined as the sample. Ecological Footprint Awareness Scale was used in the data collection process of this study, in which the survey model, one of the quantitative research methods, was used. Mann Whitney U and Kruskal Wallis H tests, which are nonparametric tests, were used in the process of comparing the obtained data in terms of variables. As a result of the research, there was no significant difference in the ecological footprint awareness levels of classroom teachers in terms of gender, educational status, the faculty graduated from and the status of receiving seminars; It is seen that there is a difference between the variables of seniority, the level of the taught class, and the region where the school is located.
关键词：environment and environmental problems;ecological footprint;classroom teachers
