Exploring the Level of Teachers’ Knowledge of Green Chemistry in Senior Secondary Schools in North-West Sierra Leone
DOI:
https://doi.org/10.70232/jrmste.v3i4.94Keywords:
Green Chemistry, Teachers’ Knowledge, Teaching Experience, Academic Qualification, Sierra LeoneAbstract
Green chemistry has emerged as a key approach in promoting sustainable development through environmentally responsible chemical practices. Despite this, the successful inclusion of green chemistry in secondary school education depends largely on teachers’ knowledge and preparedness. This study explored the extent of green chemistry knowledge among senior secondary school chemistry teachers in the North-West region of Sierra Leone. Specifically, the study investigated whether teachers’ knowledge differed according to academic qualification, teaching experience, and school type. The study adopted a descriptive survey research design. Data were gathered from 187 chemistry teachers selected from 24 public and private senior secondary schools using a multistage sampling procedure between March and April 2025. Data were collected using the Green Chemistry Knowledge Questionnaire (GCKQ), a 30-item multiple-choice instrument with a KR-20 reliability coefficient of 0.84. Descriptive statistics, one-way ANOVA, Tukey post hoc test, and independent t-test were used for data analysis at the 0.05 level of significance after establishing that all assumptions for parametric tests were met. The findings showed that teachers exhibited a moderate level of green chemistry knowledge (M = 17.71, SD = 4.95). Significant differences were found according to academic qualification, teaching experience, and school type (p < .001). Teachers with postgraduate qualifications and highly experienced teachers demonstrated significantly higher knowledge than their counterparts, while public school teachers outperformed private school teachers in green chemistry knowledge. The findings suggest that teacher characteristics substantially influence teachers’ knowledge of green chemistry and underscore the need for continuous professional development, curriculum reform, and equitable access to sustainability-focused training. The study contributes empirical evidence to support the implementation of green chemistry education in Sierra Leone and other developing countries seeking to strengthen sustainable science education.
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Copyright (c) 2026 Saidu Conteh, Sana Samura, Babah Charm Koroma, Sahr Gevao, Fallah Kamara, Abdulai Sesay
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