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Investigating the Environmental and the Energy Saving Behavior among School Principals through Classification Algorithms

1School of Business, Economics and Social Sciences, Department of Business Administration, University of West Attica, 250 Thivon & P. Ralli str, 12244 Egaleo, Greece

2School of Electrical and Computer Engineering, Electric Power Division, Photometry Laboratory, National Technical University of Athens, 15780 Athens, Greece

3Department of Business Administration, DigiT.DSS.Lab, University of West Attica, 250 Thivon & P. Ralli str, 12244 Egaleo, Greece

Received: 26 Nov 2021; Revised: 2 Jan 2022; Accepted: 15 Jan 2022; Available online: 30 Jan 2022; Published: 5 May 2022.
Editor(s): H. Hadiyanto
Open Access Copyright (c) 2022 The Authors. Published by Centre of Biomass and Renewable Energy (CBIORE)
Creative Commons License This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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Abstract

Buildings are a significant energy consumption point since they account for 40% of the total energy demand and around 1/3 of greenhouse gas emissions. Energy-saving measures applied in the residential sector have led to a reduction in energy consumption during the last decade. On the contrary, such measures have not been widely applied in school buildings, although education is the second-largest energy consumer in the service sector. This paper aims to assess school principals' perceptions concerning energy saving and the environment since they are responsible for promoting energy-saving measures and investments and inspiring students and school personnel towards environmentally friendly behavior. Using survey data from Greek schools, we applied predictive classification models to locate the most critical variables that drive principals' perceptions of energy upgrading and energy-saving actions at school. Results revealed that the positive environmental perceptions of principals, the level of knowledge on Renewable Energy Sources (RES) and the active energy-saving behavior are related to energy-saving actions and energy upgrading in school environment. Furthermore, the creation of more RES oriented courses is related to positive energy-saving behavior and actions. Thus, emphasis should be put on educating and informing the school principals concerning RES technologies and energy-saving options since they are critical players in applying energy-saving measures in school buildings

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Keywords: environmental behavior; school environment; renewable energy; energy-saving; school building; classification algorithms

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