In recent years, early childhood education for sustainability has received increasing attention. However, research on early childhood teachers in relation to this issue remains marginalized. Teachers’ environmental attitudes support children’s nature play and are strongly associated with sustainability. According to previous studies, environmental knowledge is important to pro-environmental attitudes. This article used a quantitative survey to explore the environmental attitudes of 832 early childhood in-service teachers and determined the relationship between their environmental knowledge and attitudes. The Two Major Environmental Values (2-MEV) scale was adopted to examine the environmental attitudes of the participants, including conservation and utilization. The outcomes showed that the participants had a more positive attitude toward environmental conservation and a less positive attitude toward environmental utilization. Although their environmental knowledge was relatively low, it significantly predicted their environmental attitudes toward both conservation and utilization, but the impacts were minimal. The 2-MEV scale cannot fully resolve controversies regarding the relationship between teachers’ environmental knowledge and attitudes. More attention should be given to other aspects of teachers’ jobs, such as job satisfaction and culture.

近年来，幼儿教育的可持续发展受到越来越多的关注。然而，与此问题相关的幼儿教师研究仍然被边缘化。教师的环保态度支持孩子们的自然玩耍，并与可持续发展密切相关。根据以往的研究，环境知识对亲环境态度很重要。本文采用定量调查的方式探讨了832名幼儿在职教师的环境态度，并确定了他们的环境知识与态度之间的关系。采用两大环境价值（2-MEV）量表来考察参与者的环境态度，包括保护和利用。结果显示，参与者对环境保护的态度较积极，而对环境利用的态度较消极。虽然他们的环境知识相对较低，但它显着预测了他们对保护和利用的环境态度，但影响很小。 2-MEV量表并不能完全解决教师环境知识与态度关系的争议。应更多关注教师工作的其他方面，例如工作满意度和文化。