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Abstract In this article, the question of why some teachers are more committed than other teachers to educating their students about the environment is addressed. A theoretical perspective is offered that links teachers' commitments to teaching environmental education (EE) to significant life experiences, as well as to beliefs and attitudes about teaching EE concepts. The purposes of the paper are to (a) explain the reasons such a theory may be useful in EE research and training, (b) summarize the synthesis and reasoning that led to the theory, and (c) outline the theory and its implications for further research. Four areas of existing research and theory provide a basis for the theoretical development: field theory, the theory of planned behavior, life-span developmental theory, and research on life experiences that influence environmentally responsible behavior. Each theory is examined for its value in describing teachers' commitments to EE and its explanatory power for use in the proposed Model of Environmental Education Commitment (MEEC). This model is explained in detail, and implications for future research are offered.
Shuman et al. (Wed,) studied this question.