Plastic waste pollution is a significant global environmental challenge, necessitating comprehensive management strategies. The perceptions and behaviours of stakeholders, particularly educators, are instrumental in shaping waste management practices. Despite the increasing concerns about plastic pollution, there is a lack of research focusing on teachers' perspectives, particularly in rural settings such as Chiana. This study addresses the gap by investigating the perspectives of Senior High School (SHS) teachers in Chiana regarding the environmental effects of plastic waste. Grounded in the Theory of Planned Behavior (TPB) and Collective Action Theory, the research explores how demographic factors such as gender, age, education level, and awareness influence teachers' perspectives on plastic waste. A quantitative descriptive survey approach was employed to gather data from 56 teachers in Chiana SHS, which were analysed using descriptive statistics, Chi-square statistics, and severity index. The results revealed a gender disparity among respondents, with 8.9% female and 91.1% male teachers. There was a total agreement on the negative impacts of plastic waste on the environment; 96.4 % preferred alternative packaging materials over plastic. Paper packing (21.4%) and leaves and or paper (16.1%) were the most favoured alternatives. Additionally, 62.5% of teachers reported occasionally educating students about plastic's environmental effects. All respondents emphasised the importance of effective plastic waste management methods. Teachers demonstrated awareness of the adverse effects of indiscriminate plastic waste disposal. The study, inspired by the teachers' dedication and willingness, recommends integrating environmental challenges and solutions into the curriculum to enhance (plastic) waste management practices among students, thereby motivating the audience to take action.