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Predictors of Preschool Teachers’ Environmental Activities in Kindergarten

plants in both professional and personal environments.’ The internal consis-
tency of the scale was evaluated using Cronbach’s alpha, yielding acceptable
reliability for this sample with α =0.71.
The Environmental Activity Scale measures the frequency and diversity of
environmental activities conducted by preschool teachers with children in
early childhood settings. The instrument comprises 56 items encompass-
ing various domains of environmental practice, including organizing the-
matic discussions about nature and environmental preservation, engaging
in hands-on activities such as planting, collecting natural materials, main-
taining a nature corner, and preparing healthy drinks and meals. It also
covers children’s involvement in creating seed collections, photo albums,
birdhouses, and in feeding animals. Beyond daily practices, the scale as-
sesses preschool teachers’ participation in broader community and inter-
institutional initiatives, such as commemorating important environmental
dates, participating in local clean-up campaigns, organizing environmental
workshops, and collaborating with other preschool institutions. Addition-
ally, it captures activities related to environmental awareness and advocacy,
including submitting eco-reports, publishing in journals, and engaging in
media appearances. Participants rated the frequency of each activity using a
three-point scale: 1 – never implemented, 2 – occasionally implemented, and
3 – frequently implemented. The scale demonstrated high reliability in this
sample, with a Cronbach’s alpha coefficient of α =0.86.

Data Collection Procedure
Data were collected during regular kindergarten activities. All participants
were fully informed about the purpose of the research, and strict measures
were taken to ensure the anonymity and confidentiality of the data. Partic-
ipation was voluntary, thereby upholding the ethical standards of the data
collection process.

Data Processing and Analysis
Descriptive statistics, correlation analysis, and standard multiple regression
analysis were employed to process the collected data. Descriptive statistics
(means, standard deviations, frequencies, and percentages) were used to
characterize the sample and identify general trends in the data. Pearson’s
correlation coefficient was applied to examine the relationships between the
development of environmental competencies and the frequency of environ-
mental activity implementation, as well as other relevant variables. Standard
multiple regression analysis was conducted to identify significant predictors

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