Education for sustainable development is a continuous learning process in which learners’ use systematic, creative thinking towards action for sustainable development (UNECE, 2009) and it also refers to preparing individuals for basic needs in the direction of well-being. Put it differently, individuals, communities and countries make decisions in favour of sustainable development thanks to education for sustainable development (UNECE, 2009). Achieving environmental and ethical awareness, enhancing values, positive attitudes, skills and intended behaviours rises as products of this education. Since teachers are considered to be the cornerstones in preparing future generations, they can play a crucial role in altering students’  behaviours and attitudes toward ESD.

Many researchers have studied about the relevance of beliefs and behaviours claim that teachers’ beliefs considerably influence their classroom activities, learning and teaching process (e.g., Thompson, 1984; Pajares, 1992). In respect of Pajares (1992) viewpoint, beliefs are associated with teachers’ planning, instructional decisions, and classroom practices. In his view, beliefs are more effective than knowledge to predict behaviour. Similarly, Ernest (1989) argues that although teachers may have equal knowledge, they prefer different teaching strategies due to their different beliefs. In this regard, beliefs are effective in understanding or predict teachers’ decision making process. Therefore, exploring teachers’ beliefs about ESD is important. Developing a reliable instrument to reveal teachers’ beliefs about ESD assures understandings of teachers’ planning, instructional decisions, and classroom practices in terms of education for sustainable development. On the other hand, teachers’ beliefs regarding education sustainable development are also important, since teachers are agent for supporting community participation to sustainable development (Taylor, Nathan and Coll, 2003). Therefore, the aim of the current is to develop a valid and reliable instrument  to measure teachers’ beliefs about education for sustainable development (BESD).

United Nations Economic Commission for Europe (UNECE) (2009) Learning from each other The UNECE Strategy for Education for Sustainable Development, New York and Geneva. Taylor, N., Nathan, S. and Coll, R. K. (2003) Education for sustainability in Regional New South Wales, Australia: An exploratory study of some teachers’ perceptions, International Research in Geographical and environmental Education, 12(4), 291-311. Thompson, A. (1992). Teachers's beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33. Pajares, M.F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-320.