This research has been handled for two purposes: First, determining the level of ecological citizenship of teachers; secondly, the level of curiosity about the environment, the frequency of participation in environmental activities, investigating the relationship between the dimensions of Ecological Citizenship Scale (ECS). In line with this aim, in 2017-2018 academic year, a total of 296 teachers working in different branches in the public educational institutions affiliated to the Ministry of National Education Ecological Citizenship Scale (ECS) developed by Karatekin and Uysal (2018) was applied. As a result of the study, it was determined that the teachers' ecological citizenship levels were low in the dimension of participation, moderate in the responsibility dimension, sustainability and high in the dimension of rights and justice. It was seen that teachers' ecological citizenship levels which were composed of all dimensions of the scale were at moderate level. External variables in the structural equation model; the level of curiosity about the environment and the frequency of participation in environmental activities; and internal variables were formed from the variables of participation, sustainability, responsibility, rights and justice. Goodness of fit indexes of model (?2/sd= 2.03, p=0.13 RMSEA=0.059, % 90 RMSEA CI= 0.000-0.014, AGFI=0,95, NNFI=0,97 ve SRMR=0.016) show that the model is at acceptable level. According to the results of path analysis, the level of curiosity about the environment significantly affects the sustainability, responsibility, rights and justice dimensions of the ecological citizenship scale. It was determined that the frequency of participation in environmental activities directly affected all dimensions of ecological citizenship. The results showed that, they positively predicted the sustainability and responsibility dimensions of rights and justice, responsibility of sustainability dimension and participation of responsibility dimension as well.