the green practice index of the faculty of a state...

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www.irss.academyirmbr.com February 2018

International Review of Social Sciences Vol. 6 Issue.2

R S S

The Green Practice Index of the Faculty of a State Educational

Institution in the Philippines

RONORA S. MALAGA Carlos Hilado Memorial State College

Talisay City, Philippines

Email: [email protected]

Tel: +9173043187

Abstract

The paper provides a clearer picture of the extent the teachers demonstrate tangible and inspiring

examples of practices that work towards a system-based and sustainability-oriented paradigm which is an

embodiment of resource-efficient green campus, culture, curriculum, research and community extension.

It further identifies some factors that relate to these green practices. The study adopted a descriptive

research design. It utilized 115 respondents from the total 162 teachers of Carlos Hilado Memorial State

College using the systematic sampling method. The validated and reliability-tested Green Practice Index

(GPI) was used as a tool for data gathering. The instrument demarcated five (5) measurable parameters

reflecting the practices that promote green campus, culture, curriculum, research, and community

extension. The study employed the average standard deviation, T-test, one-way ANOVA, Point Biserial,

and PPM for the statistical treatment of data. Generally, the faculty demonstrated a moderately high level

of green practice index. The green culture earned a very high index while green research garnered a very

low index. Sex caused significant variation in the faculty green practice in the areas of culture, curriculum,

and community extension. The educational attainment resulted in notable difference in the faculty green

community extension practices. Accordingly, sex and educational attainment were found as correlates of

the green practice index of the faculty. The findings set out the College to come up with the systematic

planning of stratagems to formalize establishment of norms, institute training programs, fix allocation of

funds and sources, and align priorities for its faculty to exemplify the ideal environmental practices.

Keywords: Green Campus, Green Culture, Green Curriculum, Green Research, Green Community, Green

Extension, Green Practice Index, State Educational Institution.

Introduction

Teachers are on the brink of the global and universal call for sustainability. In the practice of their

profession, they employ a paradigm that synthesizes the forces of the moral object and “change agentry”

(Fullan, 1993). They have a moral end of shaping the society – its people, its events, and its destiny

(Corpuz, 2012). Such purpose is well expressed in the way they prepare people of all walks of life to plan

for, cope with, and find solutions for issues that threaten the sustainability of the planet; and encourage

changes in behavior that will create a more sustainable future (UNESCO, 2005). By teaching and

propagating the splendid idea of “living in harmony with the environment,” they eventually break

structures, routines, and practices that do not cultivate “learning for being” and “learning for future living.”

mailto:[email protected]

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Nevertheless, the leap from “knowing” to “transforming society” may not be a simple step. There is a need

for teachers to explore innovative activities that concretize and actualize the sustainable practices also

labeled as green practices. It is equally difficult for them to function in the nurturing and validating manner

required for promoting such qualities in young people in their charge, if they themselves do not feel good

about themselves and possess sustainable attributes (Cambers, G. et. al., 2008).

Certainly, the above condition is putting forward the concept of teachers “walking their talk.” Teachers

should practice what they teach. Thompson (2004) opines it as walking with integrity which indicates the

acquisition of quality and the adherence to high moral principles and professional standards; and the state

of being complete, undivided, sound, or undamaged (Cambridge Dictionary). It further denotes teachers

owning and keeping those principles or standards consistently as apparently shown in their daily behavior

and practices.

The Code of Ethics of Professional Teachers (R.A. 7836) also accentuates that teachers are persons of

dignity, reputation, and high moral values (Bilbao, 2012; 30-31). Expectedly, as individuals of good moral

character, they should manifest virtuous and mature culture and sound green ethics and practices.

The demonstrated green practices of teachers relevantly impinge the environmental performance and

sustainability dimensions of the whole school. Interestingly, there has been a good deal of popular

discussions on how to measure this performance with teachers at the nub of the valuable undertakings of

addressing the pressing environmental concerns. Literature and studies detail the features that characterize

a green or an eco-friendly school with a teacher at the underside.

Noticeably, the valuation often progresses from a bigger picture before going into small details. During the

last ten years, efforts to measure a country’s environmental performance have been conducted through

Environmental Performance Indexes (EPIs) to quantify a country’s environmental performance in response

to the Millennium Development Goals.

Scorecards have been developed to assess a country’s environmental policies in different categories based

on outcome-based indicators (Waas, 2014). On the other side of the said appraisal, there is a dearth of

proof on the discrete quantification of teachers’ individual green practices and the extent they shape the

overall school performance. Chan (2013) remarks on insufficient literature devoted to the accountability

issues in educational settings and little consistency in developing and implementing policies for promoting

green school environments.

More often, the cultivation of broad-based support to the environmental efforts does not start from the

grassroots with generous attention placed to the individual’s moral vision and disposition that stir their

engagement in green practices. Correspondingly, it does start from small or subordinate units to bigger

concepts that can be utilized to facilitate and guide management decisions and prioritization.

The above conditions necessitate the conduct of appraisal of the teachers’ environmental practices that

contribute to the total environmental culture of the school. Specifically, the paper presents the green

practice index of the faculty of a state college in the areas of promoting green campus, culture, curriculum,

research, and community extension. It further draws attention to some covert elements or circumstances

that influence these green practices.

Research Questions

The paper primarily intended to determine the green practice index of the faculty of a state educational

institution in the province of Negros Occidental during the academic year 2017-2018. Specifically, it

purported to provide answers to the following questions:

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1. What is the green practice index of the faculty in five measurable parameters (campus, culture,

curriculum, research, and community extension) when taken as a whole and when grouped according

to age, sex, highest educational qualification, and family monthly income?

2. Are there significant differences in the green practice index of the faculty in five measurable

parameters (campus, culture, curriculum, research, and community extension) when grouped and

compared according to age, sex, highest educational qualification, and family monthly income?

3. Are there significant relationships between the green practice index of the faculty in five measurable

parameters (campus, culture, curriculum, research, and community extension) and each of the

associated variables (age, sex, highest educational qualification, and family monthly income)?

Framework of the Study

The green ethics and reconstructive theory are juxtaposed with recent transition and realignment of vision

and practices of educators to address the global concerns and issues for sustainability. Sustainable

education obtained within the premises of a sustainable school contributes to the making of a sustainable

society. Consequently, these notions now point to the re-visitation of education policies, restructuring of

content, re-engineering of operations and processes, and re-orientation of the constitution and value system

to completely transform the College into a green institution and eventually amass the landscape of

sustainable development. In the midst of this global command and demand for sustainable development, the

College also needs to backlash the culture, policy, and management strategies that imperil its progress and

development.

The underpinning views convey the need to carry out a systematic and exhaustive analysis of information

that would mirror and ascertain the green practice index of the faculty as they cope with the sustainable

prerequisites and help in the building of a green environment. The behavior-analytic position provides the

basis for the assessment and analyses of the extent of observance of the faculty of the model green practices

(Schlinger, 1992). It also lays the groundwork for identifying the possible correlates that will actively

influence and bring about variation for the faculty to efficiently and masterfully take the path towards

sustainable development. The essential attributes of the perceived divergence and association to the green

practice index include age, sex, highest educational qualification, and family monthly income as reflected

in figure 1.

Figure 1. Schematic diagram illustrating the conceptual framework of the study

Materials and Methods

Research Design

The study primarily utilized detailed quantitative data providing an accurate description of the characteristic

or attribute being measured without manipulation of experimental variables. Given the nature of research

problem, the study adopted a descriptive research design.

FACULTY

Age

Sex

Highest Educational

Qualification

Family Income

GREEN PRACTICE

Campus

Culture

Curriculum

Research and Technology

Community Extension

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Respondents and Study Site

The study covered 115 from the total 162 faculty members of the main campus of Carlos Hilado Memorial

State College as respondents who were chosen using the systematic sampling design.

Instrumentation

The researcher used the Green Practice Index (GPI) as a tool to gauge the extent the faculty observes or

implements the prescribed green practices in the college premises. The instrument demarcated five

measurable parameters reflecting the practices that promote green campus, culture, curriculum, research,

and community extension. It provided simple and precise coding system and explicit scoring procedure to

ensure the objective and accurate measures of data. Prior to the utilization of instrument as data gathering

device, five validators with proven expertise in the field checked on the meaningfulness and

appropriateness of the GIS. The Cronbach’s Alpha result (0.93) established the internal consistency of the

test instrument; while the Pearson Product-Moment Correlation Coefficient result of 0.97 proved the ability

of the instrument to draw a stable/consistent response. Interview, actual observation, and document survey

served as additional tools for data gathering and cross verification of responses.

Mode of Analyses

The descriptive problems on the green practice index of the faculty employed the use of statistical

average/mean and standard deviation. The test for significant differences based on sex employed the t-test

for independent samples; while the grouping based on age, highest educational qualification, and family

monthly income used the one-way analysis of variance. Measuring association of the green practice index

with sex necessitated the use of Point-biserial; and Pearson Product Moment coefficient when establishing

for its relationship with age, highest educational qualification, and family monthly.

Results and Discussion

The Green Practice Index of SUC Faculty

The green practice index of the faculty across all quantifiable parameters was moderately high (M=2.62).

The mean result denotes that the ideal green practices were substantially and consistently met in some

respects, but further efforts have still to be put forth for their complete adoption or observance. Analyzing

by parameter, the faculty notably showed a very high index in the promotion of green culture M=4.26); a

high index (3.48) in the promotion of green campus; a moderately high index in the areas of green

curriculum (M=2.70) and community extension (M=2.61); and a very low index (M=0.03) in the area of

research.

Table 1. The green practice index of the faculty in five measurable parameters when taken as a whole

N Parameters

Campus Culture Curriculu

m

Researc

h

Community

Extension

Whole

Index

As a

Whole

115 3.48 4.26 2.70 0.03 2.61 2.62

sd 0.62 0.59 0.65 0.87 0.65 0.42

IN H VH MH VL MH MH

Legend: IN – Interpretation; VH – very high; H – high; MH – moderately high; L - low; VL- very low

The very high index in the area of green culture expresses the substantial observance of green values and

ethics and utmost involvement in the promotion of green organizational climate. Whereas, the very low

index in research is a manifestation of the absence or deficiency of conscious endeavors of the faculty to

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engage or participate in green research undertakings. The faculty attributed their lack of engagement to

failure to optimize the utilization of research fund, limited incentives, and inadequate technical support

When grouped according to age, teachers classified in 52-64-year-old group steadily exhibited a higher

index (M=2.56) than 39-51-year-old group (M=2.56) and 26-38-year-old group (M=2.56) except in the area

of research where the 26-38-year-old group showed a peripheral edge. The mean ratings of the total index

descriptively bare that the indicators for green practice in the different parameters were observed or

practiced by the faculty on a moderate or average level.

Table 2. The green practice index of the faculty in five measurable parameters when grouped and

compared according to age

Age

(years old)

N Parameters


m

Research Community

Extension

Whole

Index

26-38 24 3.37 4.21 2.69 0.03 2.52 2.56

Sd 0.59 0.61 0.62 0.13 0.46 0.37

IN H VH MH VL MH MH

39-51 52 3.40 4.24 2.63 0.02 2.53 2.56

Sd 0.63 0.59 0.57 0.43 0.62 0.41

IN H VH MH VL MH MH

52-64 39 3.66 4.31 2.82 0.04 2.78 2.72

Sd 0.60 0.58 0.76 0.10 0.75 0.44

IN H VH MH VL MH MH


When indexed according to sex, the female teachers consistently obtained a higher mean than the male

teachers in the areas of campus, curriculum, culture, and community extension, thusly, ending up in

disproportion in whole index values (M=2.76 versus M=2.31).


compared according to sex

Sex N Parameters

Campus Culture Curriculum Research Community

Extension

Whole

Index

Male 37 3.41 3.77 2.14 0.04 2.22 2.31

sd 0.83 0.56 0.69 0.13 0.66 0.46

IN H H MH VL MH MH

Female 78 3.51 4.49 2.97 0.02 2.80 2.76

sd 0.50 0.45 0.42 0.06 0.55 0.30

IN H VH MH VL MH MH


Classified based on highest educational attainment, teachers with doctorate degree generally displayed a

higher green practice index in the areas of campus (M=3.70), curriculum (M=2.84) research (0.05), and

community extension (3.04) than those with baccalaureate and master’s degree.

The grouping based on family income gave out the almost similar result with faculty classed in the 80, 000

pesos and above monthly family revenue showing the highest green practice index (M=2.72) interpreted as

moderately high. Faculty belonging to 40, 000 – 79, 999 peso-monthly-income-group (M=2.58)

comparably manifested a moderately high green practice index.

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compared according to highest educational attainment

Highest

Educational

Attainment

N Parameters

Campus Culture Curricul

um

Research Community

Extension

Whole

Index

Baccalaur

eate

17 3.27 3.40 2.44 0.01 2.27 2.40

sd 0.75 0.66 0.66 0.02 0.68 0.49

IN H H MH VL MH MH

Masters 75 3.46 4.31 2.72 0.02 2.56 2.61

sd 0.56 0.57 0.57 0.09 0.57 0.36

IN H VH MH VL MH MH

Doctorate 23 3.70 4.30 2.84 0.05 3.04 2.79

sd 0.66 0.57 0.85 0.11 0.67 0.46

IN H VH MH VL MH MH



compared according to family monthly income

Monthly

Income

(php)

N Parameters


m

Research Community

Extension

Whole

Index

40,000 and

below

3

9

3.46

4.28

2.69

0.01

2.44

2.58

sd 0.39 0.57 0.56 0.03 0.59 0.38

IN H VH MH VL MH MH

40,001-

79,999

4

4 3.35 4.20 2.68 0.03 2.62 2.58

sd 0.59 0.59 0.65 0.11 0.63 0.42

IN H VH MH VL MH MH

80,000 and

above

3

2 3.67 4.32 2.76 0.04 2.81 2.72

sd 0.68 0.62 0.76 0.10 0.70 0.45

IN H VH MH VL MH MH


In general, irrespective of the variable groupings (age, sex, highest educational attainment, and family

income), green campus yielded a high index, green culture a very high index, green curriculum and

community extension a moderately high index, and green research a very low index. Digressing from a

seemingly consistent result are the male faculty and teachers with baccalaureate degree generating only a

high index score in the area of green culture.

Difference in the green practice index of the faculty in five measurable parameters when grouped

according to age, sex, highest educational attainment, and family income

The overall obtained p-value (0.16) which is higher than the set level of significance of 0.05 hints the

absence of meaningful variance in the green practice index of the teachers categorized according to age.

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Analogous results can be derived when the five parameters were taken discretely as indicated by the p-

values of 0.09 for the green campus, 0.76 for green culture, 0.39 for green curriculum, 0.44 for green

research, and 0.15 for green community extension.

The absence of significant difference in the teachers green index, when grouped according to age, dispels

the claim that age is a variable most closely and consistently related to attitudinal indicators of

environmental awareness and practices. The strength and direction of age-effects observed across

environmental studies have been inconsistent. For example, Memery, Megisks, and Williams (2005)

and the International Institute for Sustainable Development studies point to younger people showing

greater sensitivity to environmental issues and practices. Departing from the preceding results, this

study proves that age is insignificant in the teachers’ observance of green practices in the campus.

Table 6. Difference in the green practice index in of the faculty in five measurable parameters when

grouped according to age

Parameters

Sum of

Squares df Mean Square F Sig.

Interpretation

Campus Between Groups 1.85 2 0.93 2.47 0.09

Not

Significant

Within Groups 41.93 112 0.37

Total 43.78

114

Culture Between Groups .191 2 0.10 0.27 0.76

Not

Significant


Total 39.57 114

Curriculum Between Groups 0.80 2 0.40 0.95 0.39

Not

Significant


Total 48.04

114

Research Between Groups 0.01 2 0.01 0.77 0.44

Not

Significant


Total 0.87

114

Community

Extension

Between Groups 1.58 2 0.79 1.92 0.15

Not

Significant


Total 47.76

114

TOTAL Between Groups 0.64 2 0.32 1.88 0.16

Not

Significant


Total 19.64 114

When grouped according to sex, there was a meaningful disparity between male and female faculty green

practice index. The areas of green culture (p-value=0.00), green curriculum (p-value=0.00), green

community extension (p-value=0.00) generated p-values that are lower than the 0.05 level of significance.

These values significantly contributed to the whole index p-value of 0.00 which presents an evident gap in

the mean scores of male versus female (2.31 versus 2.76). On a closer look, the comparative mean scores

of male and female faculty in the green curriculum (2.14 versus 2.97), green culture (3.77 versus 4.49), and

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green community extension (2.22 versus 2.80) clearly disclose the perceptible difference between the two

groups.

Conversely, the notable difference did not manifest in the areas of green campus (p-value=0.49) and

research (0.39). The result illustrates that both male and female faculty had manifested substantial or

adequate engagement in the waste management program, campus greening, and conservation efforts of the

college. In the case of green research, it could be gleaned from the gathered evidence that very few

teachers showed engagement in environmental research and introduced innovations or produced

technologies that would help assuage the human impact on the environment. The equally active

involvement in green campus initiatives and nearly evenly negligible research produce on environmental

topics somehow provided rationalization on the insignificant difference between male and female faculty

green practice in campus and research areas. Relative to this, the studies of do Paco, Raposo, and Fiho

(2009), found that women exhibit greater sensitivity toward and better perception of environmental issues.

The International Institute for Sustainable Development (IISD) (2013), specifies women to patronize

greener products. The studies by Mostafa (2007) and D’Souza, et. al. (2009) asserted that men are more

knowledgeable about the environment compared to women.

Despite the conflicting findings of which group is better in terms of awareness and sensitivity to the

environment, the above-mentioned studies strengthen the existence of gender gap in green practice index

which provided sound support or reinforced the current finding.

Table 7. Difference in the green practice index in of the faculty in five measurable parameters when

grouped according to sex

Parameters t-test P-value Interpretation

Campus

Male 3.41 -.070 0.49 Not Significant

Female 3.51

Culture

Male 3.77 -.7.49 0.00 Significant

Female 4.49

Curriculum

Male 2.14 -6.76 0.00 Significant

Female 2.97

Research

Male 0.04 0.86 0.39 Not Significant

Female 0.02

Community Extension


Female 2.80

Whole Index


Female 2.76

Furthermore, the data present the significant difference in the green index of the faculty in the area of green

community extension when they are grouped and compared according to their acquired highest educational

attainment. The p-value of 0.00 which is lower than the set 0.05 level of significance is indicative that the

educational status of a teacher is a precursor to his or her participation and involvement in community

extension activities. Going back to mean comparisons, teachers with baccalaureate degree end up with the

lowest mean score (M=2.27) compared to teachers with master’s degree (M=2.56) and doctorate degree

(M=3.04). The result shows the hierarchical or ordered increase of scores along with the level of

educational achievement.

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Chan (2014) explains the positive association of knowledge, environmental awareness, and environmental

concerns with ecological behavior. Ottman and Reilly (1998), Memery, et. al. (2005), D’ Souza, et. al.

(2007), and do Paco, et. al. (2009) studies similarly prove how educational attainment influences the

understanding of ecological issues and eventually motivates responsible environmental attitude and

practices.

In contrast, educational attainment did not result to the significant difference in the green practice index of

faculty in the areas of green campus (p-value=0.08), green culture (p-value=0.14), green curriculum (p-

value=0.14), and green research (p-value=0.42). The marked difference was seemingly weak and

inconclusive to establish the connection between educational attainment and environmental practice in

the areas of campus, curriculum, culture, research, and community extension.

Nevertheless, the whole index p-value (p=0.01) illustrates the capacity of educational status to reflect

variance in the green practice of the college faculty. Examining closely the mean scores generated, faculty

with doctorate degree set the highest index over-all index (M=2.79) compared to faculty with master’s

degree (M=2.61) and a baccalaureate degree (M=2.40).

Knowledge of issues and action strategies are found to be associated with responsible environmental

behavior (Hines, Hungerford, & Tomera, 2010). In this regard, the paper assumed that the accumulated

knowledge on environmental issues and concerns depends on the educational achievement of the faculty;

that is then, effectual to their extent of demonstrating environmentally-responsible attitude and practice.

Table 8. Difference in the green practice index in of the SUC faculty in five measurable when grouped

according to highest educational qualification

Parameters

Sum of

Squares Df

Mean

Square F Sig.

Interpretation

Campus Between Groups 1.94 2 0.97 2.60 0.08 Not Significant


Total 43.78 114

Culture Between Groups 1.38 2 0.69 2.02 0.14 Not Significant


Total 39.57 114

Curriculum Between Groups 1.63 2 0.82 1.97 0.14 Not Significant


Total 48.04 114

Research and

Technology

Between Groups 0.013 2 0.01 0.87 0.42 Not Significant


Total 0.872 114

Community

Extension

Between Groups 6.51 2 3.26 8.84 0.00 Significant


Total 47.76 114

Whole Index Between Groups 1.48 2 0.74 4.57 0.01 Significant

Within Groups 18.16 112 o.16

Total 19.64 114

The comparative pairing of faculty with a baccalaureate (M=2.27) and master’s (M=2.56) degrees did not

show a significant difference (p-value=0.19) in the green index practice of faculty in the area of community

extension. When both groups were matched with faculty having a doctorate degree (M=2.40), a significant

difference was shown (p-value=0.00). This difference showed the distinguished variation in the

involvement, participation, and engagement of the faculty in green community extension activities. It

could be deduced then that educational attainment is an important variable to the green community

extension practice of the faculty.

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Family income was also inconsequential to the green practice index of the faculty. The generated p-values

for green campus (0.08), culture (0.64), curriculum (0.84), research (0.23), and community extension (0.54)

exceeded the 0.05 level of significance. The overall p-value (0.24) assents to the individual scores for five

parameters which are similarly lower than the 0.05 level of significance.

The current finding, although focusing on the green practices, partly negates the findings of Ottman and

Reilly (1998) that affirm the greater sensitivity and concerns of the above average earners to environmental

issues. It also poses a quite diverging idea on the partiality of buying green products by better-off or high-

income shoppers. Relative to the given literature, the preference and use of environment-friendly materials

and resources; and eventually, opting for pro-environmental habits in all parameters are aspects that the

current study gauges to be the epithets of green practices. Subsequently, no significant divide in the

covered parameters of green practices can be noted based on the high, average, and low-income

classification of the faculty.

Table 9. Difference in the green practice index in of the SUC faculty in five measurable parameters when

grouped according to family income

Parameters

Sum of

Squares Df

Mean

Square F Sig.

Interpretation

Campus Between Groups 1.95 2 0.97 2.61 0.08


Not

Significant

Total 43.78 114

Culture Between Groups 0.317 2 0.16 0.45 0.64

Not

Significant


Total 39.569 114

Curriculum Between Groups 0.15 2 0.08 0.18 0.84

Not

Significant


Total 48.04 114

Research Between Groups 0.02 2 0.01 1.48 0.23

Not

Significant


Total 0.87 114

Community

Extension

Between Groups 2.42 2 1.21 2.99 0.054

Not

Significant


Total 47.76 114

TOTAL Between Groups 0.50 2 0.25 1.463 0.24

Not

Significant


Total 19.64 114

Relationship between the green practice index of the SUC faculty in five measurable parameters and

the variables age, sex, highest educational attainment, and family income

A significant relationship existed between age and the green campus practice index of the faculty (p-

value=0.05). The three groups of respondents, 26 to 38 years old (M=3.37), 39 to 51 years old (M=3.40),

and 52 to 64 years old (M=3.66) presented the positive correlation between the two measures. As reflected

in the data, older faculty appeared to manifest higher index in terms of green campus practices compared to

younger faculty. In affirmation to this finding, Wierknik (2013) meta-analysis revealed the small but

generalizable relationships between age and the environmental attitude and practice placing a stronger

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emphasis on older individuals as likely to be more engaged with nature, avoid environmental harm, and

conserve raw materials and natural resources.

A similar relationship was generally shown between sex and the green practice index with a p-value of 0.00

falling lower than the 0.05 level of significance. Specifically, the current finding proved that sex is

consequential to the faculty compliance with the green culture (p-value=0.00), adoption and

implementation of the green curriculum (p-value=0.00), and extent of collaboration with other stakeholders

to implement green programs and projects in the community (p-value=0.00). The study of Lee (2017)

underscored this noted relationship as evidenced by the remarkable discrepancy between female and

male adolescents in environmental attitude, environmental concern, resoluteness of dealing with

environmental problems, perceived environmental responsibility, peer influence, and green

purchasing behavior.

Finally, the highest educational attainment obtained by the faculty relates to their green index practice (p-

value=0.00) particularly in the areas of green campus (p-value=0.02) and community extension (p-

value=0.00). The study of Hines, Hungerolf, and Tomera 92010) stressed that educational attainment is one

of the variables associated with responsible environmental behavior that encompasses knowledge of issues,

knowledge of action strategies, the locus of control, verbal commitment, and individual sense of

responsibility. These components of environmental behavior were embedded in the essential indicators

utilized by the researcher to ascertain the green campus and community extension index of the faculty.

Table 10. Relationship between the green practice index of the SUC faculty and the variables age, sex,

highest educational qualification, and family income

Variables Campus Culture Curriculu

m

Research Community

Extension

Whole

Index

Age Pearson

Correlation

0.19* 0.07 0.09 0.05 0.16 0.15

Sig 0.05 0.47 0.35 0.58 0.10 0.10

Sex Pearson

Correlation

0.08 0.58** 0.60** -0.08 0.50** 0.50**

Sig 0.41 0.00 0.00 0.39 0.00 0.00

Highest

Educ’l

Qualificatio

n

Pearson

Correlation

0.21* 0.14 0.17 0.12 0.52** 0.27**

Sig 0.02 0.15 0.06 0.19 0.00 0.00

Family

Income

Pearson

Correlation

0.12 0.02 0.04 0.15 0.15 0.13

Sig 0.19 0.80 0.64 0.10 0.10 0.54

**Significant at 0.01 alpha level

* Significant at 0.05 alpha level

Conclusion

The promotion of green values and ethics, adoption of green campus solutions, and involvement in

environmentally-oriented operations are a remarkable boost to the green culture index of the faculty.

Nonetheless, the areas of green campus, curriculum, and community extension are still out-lying from an

excellent status. Extremely far below the passable index is the green research area rationalized by

inadequate involvement in research and dearth of research produce that takes up environmental topics. The

female faculty demonstrates better cultivation of green culture, adoption, and implementation of green

curriculum, collaboration with local partners in the promotion green community. Parallel to this finding,

there is a correlational link between sex and green practice index of the faculty in the same parameters

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(culture, curriculum, and community extension). Lastly, the educational attainment of teachers is

consequential to their green community extension index.

A corollary to the ardent desire to take the path towards sustainable development, the College through its

management needs to wield further efforts to provide a clear sense of direction and performance

expectation for faculty to realign all their actions and practices towards the promotion of green campus,

culture, curriculum, and community extension. The very low index in green research necessitates a more

profound re-visitation and re-orientation of the research and development agenda and priorities of the

College.

Education cannot remain stagnant, unresponsive, and defocused in the midst of alarming changes taking

place. Understanding this, the College may adopt a systematic whole school approach that will instigate a

unified, collaborative, and communal action in the fostering of eco-friendly initiatives and innovations

within the campus. Establishment of stringent and precise enabling standards or norms along green

practices may necessarily allow teachers and all school members to behave and act accordingly. Above all,

every teacher needs to devotedly partake in the assembling of sustainable future through endorsement and

proliferation of sustainable principles in its ground.

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