Perceptions of the Implementation Approach for Environmental Education Integration through Expectancy-Value Theory.

This study investigates teachers' perspectives on the significance of Environmental Education (EE) for preschool children and its comprehensive integration across subjects based on the National Preschool Curriculum (NPSC) in Malaysia. Despite four-decade-long integration of EE at all education levels in Malaysia, yet there still exist inadequacies in implementation of EE in preschools. Although, the Malaysian preschool education system has prioritized literacy and numeracy through the LINUS (Literacy and Numeracy Screening) program which tends to outline environmental concepts but the lack of teachers requisite training and experience to integrate environmental concepts into their teaching practices is now a major challenge that requires urgent solution. Previous research has highlighted a tendency for preschools to prioritize basic literacy and numeracy skills over EE. Drawing upon Expectancy-Value Theory by Jacquelynne Eccles, the current study employed qualitative methods using semi-structured interviews and document analysis guided by Creswell's thematic analysis theory. Data were collected from 16 teachers across five private preschools in Nilai and Bukit Mahkota, supplemented by teachers' notes and workbooks, thereafter thematic analysis was performed using NVivo software. Findings reveal a positive reception among teachers regarding the implementation and holistic integration of EE content across subjects. The study implication underscores the importance of aligning teachers' success expectancies for integrating EE content holistically with their perceived value of environmental education. [ABSTRACT FROM AUTHOR]