Abstract: From November 2001 to April 2002, data were collected with the purpose of assessing the effect a PLT, WILD, or combined PLT/WILD workshop on a participants' efficacy and attitude toward teaching EE. A pretest consisting of 49 statements was administered prior to the treatment (workshop). Twenty-six of the pretest statements related to attitude toward teaching environmental concepts, the remaining 23 statements were related to feelings of efficacy toward teaching EE. Approximately 30 days after completing the workshop, participants were mailed the posttest. The posttest is comprised of 26 statements relating to attitude toward. Data collected pertaining to efficacy were analyzed as a two factor ANOVA between workshop type and previous workshop experience for mean outcome efficacy and mean self-efficacy scores. Data collected pertaining to attitude toward teaching environmental concepts were analyzed as a three factor ANOVA between workshop type and previous workshop experience for total pretest and total posttest attitude scores. Findings suggest that attitudes and efficacy toward teaching environmental concepts are directly related to participants' previous workshop experiences. Participants without previous workshop experience scored statistically significant higher (alpha = .05) than those participants with previous workshop experience. Participants with previous workshop experience were also found to have a statistically significant higher (alpha = .05) level of self-efficacy toward teaching EE. Reliability and validity analyses are reported.
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