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This study purposively determined the relationship between physics teachers’ environmental knowledge and environmental attitude. The study employed a descriptive correlational research design. Questionnaires were administered to the sample respondents of physics high school teachers.The study used descriptive and inferential statistics. Results of the study revealed that the physics teachers have the high level of environmental knowledge implying that they manifest understanding and mastery of articulating environmental concepts in teaching physics. It was also revealed that they have favorable attitude and concern towards environmental issues around them. Their difficulties in integrating environmental education are generally low. Indicating that most of them infused the concept of environmental education in their teaching. The test of difference showed no significant difference between male and female physics teachers in their level of environmental knowledge, environmental attitude, and difficulties encountered in integrating environmental concepts. Further, level of educational attainment showed the significant difference in the level of environmental knowledge of the respondents. Consequently, the highest educational attainment showed no significant difference in terms of the environmental attitude and difficulties encountered by the physics teachers in integrating environmental education. In furtherance, there is a significant relationship between physics teachers’ environmental knowledge and level of environmental attitude. The findings imply that the physics teachers need more relevant training to further strengthen their environmental competency.
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