| Environmental knowledge (K), environmental attitudes (A), verbal commitment (VC) and actual commitment (AC) of junior high students and pre-and in-service teachers were examined in this study. Junior high students had the lowest scores in environmental knowledge and attitudes among the three studied groups. Although in-service teachers performed best on AC scales, their VC scores did not show significant differences from others.
The discrepancies between A, VC and AC scores were also found in three groups. The largest discrepancies existed between A and AC scores except the population of junior high school students. However, the smallest ones appeared between A and VC scales in all groups. Comparatively, junior high students performed better on VC scale than on A and AC scales. For the extent of discrepancies, in-service teachers had the smallest ones than the others.
The correlations between four variables assessed were also discussed in this study. The models of relationship between these variables in three groups were found different. Therefore, it is suggested that for achieving the objectives of environmental education in cognitive, affective and psychomotor domains, teachers should develop and employ appropriate environmental materials and instructional methods according to the developmental stage and character of students.