CHAPTER 4: Sustainability of Service-Learning: What Do K-12 Teachers Say?

The purpose of this chapter is to compare the model of sustainability of service-learning created by Billig (2001) to Krebs’ findings (2006) which, in part, investigated K-12 teacher beliefs regarding sustainability. This comparison illustrates clear connections between the teacher beliefs regarding sustainability (Krebs, 2006) and the sustainability model presented by Billig. Billig conducted case studies in New Hampshire and included in her results 8 key factors that led to the sustainability of service-learning initiatives: (a) strong leadership; (b) cultural norms; (c) organizational expectations; (d) incentives; (e) visibility; (f) availability of funding resources; (g) the production of measurable impacts; and (h) supportive policies on the national, state, or local levels. Krebs (2006) described the essence of the service-learning experience for K-12 teachers in Ohio, derived through in-depth interviews with seven teachers. Results showed that teachers valued their experiences in implementing and sustaining service-learning projects in their classrooms because (a) of the connections that were made with various people and areas of the curriculum, (b) service-learning fit with their teaching philosophies and styles, and (c) their participation resonated in their hearts as they worked to make the world a better place.