Teachers' Perceptions of Sustainable Education and its Impact on the Quality of Learning and Graduate Outcomes

Abstract

This study aims to analyze the effect of teachers' perceptions of sustainable education on the quality of learning and graduates' competence. The research uses an explanatory quantitative approach with purposive sampling techniques, involving 42 teachers in Natar District, South Lampung. Data were collected through standardized questionnaires and analyzed using correlation tests and canonical analysis to examine the relationships between variables. The research results indicate that teachers' perceptions of sustainable education have a significant effect on the quality of learning with a correlation value of ρ = 0.548 (p < 0.05). In addition, teachers' perceptions also have a strong influence on the quality of graduates with a correlation value of ρ = 0.659 (p < 0.05). Simultaneously, canonical analysis produces a canonical correlation value of 0.698, indicating a fairly strong relationship between teachers' perceptions and the quality of learning and graduates' competence. This finding confirms that the more positive the teachers' perceptions, the higher the quality of learning produced, resulting in graduates who excel both academically and non-academically. Therefore, strengthening teacher capacity through continuous training, workshops, professional mentoring, and education policies oriented towards sustainability is very necessary to ensure the effective and continuous implementation of sustainable education in schools.