The interaction between teacher self-efficacy and ascription of responsibility and its influence on teachers’ intention to implement ESD: a polynomial regression with response surface analysis[

Abstract

This study examines predictors of teachers’ intention to implement education for sustainable development (ESD), emphasizing the role of teacher self-efficacy and ascription of personal responsibility for ESD implementation. Based on a sample of 698 student teachers, the results from polynomial regression and response surface analysis indicate that congruence between teacher self-efficacy and ascription of responsibility is associated with increased intention to implement ESD.