21 School buildings and grounds (used by 22.7% of all respondents) and outside the classroom settings (used by 20.5% of all respondents) showed relatively low use as a teaching resource (Figure 1), and even lower use by respondents teaching at secondary level where school buildings and grounds were used by 19.0% of respondents. Respondents who teach geography at any level of schooling reported slightly higher use of school buildings and grounds and outside the classroom settings than those who did not. One notable comparison is that school buildings and grounds were used as a teaching resource by 26.5% of respondents teaching secondary geography compared with only 12.0% of respondents teaching secondary science. Of further note is that the amount of professional development related to climate change and sustainability undertaken by respondents positively correlated with the range of resources they reported using (Table 6); in this way, those who reported having participated in a type of professional development conveyed higher level of resource use compared to those who had not.11 11 Except in the case of training during the first year of teaching, where similar resource use was reported by those who had undertaken such training and those who had not. However, the small sample of respondents who reported having participated in such training limits the potential for determining significant differences.
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