Teachers’ Sustainability Awareness Practices: A Comparative Analysis of Gender and Divisions across KPK

This paper has discussed sustainability awareness and the green teaching in the higher secondary schools of Khyber Pakhtunkhwa, Pakistan. The study was based on the stewardship theory of sustainability; the research design was post-positivist, quantitative survey design, with 566 teachers, representing seven divisions as data collection. The aim of the study was (a) to measure green practices of teachers, (b) to measure difference in gender and division, and (c) to measure the influence of gender and division on sustainability behaviour. The findings revealed that teachers were moderately engaged in green practices, with the female teachers recording a higher sustainability awareness and practice compared to their male counterparts. There were high levels of divisional differences, based on contextual differences in institutional support and exposure to the environment. Regression analysis showed that the gender and division were both important independent predictors of green practices carried out by teachers although the interaction effect was low. The results conclude that both demographic and contextual aspects influence the stewardship behaviour of teachers with respect to environmental education. The paper proposes gender-sensitive professional development, division-based sustainability model, and policy assimilation to enhance practicing ecological education in Pakistan.