Development and validation of the intention to report child abuse tool: A psychometric research study

BACKGROUND

There is a lack of comprehensive and concisely validated tools to measure schoolteachers' intention to report child abuse and neglect in an Arabic context. This study aims to develop and evaluate the validity and reliability of the Intention to Report Child Abuse Tool (IRCAT) to measure schoolteachers' intentions to report child abuse and neglect.

METHODS

The framework proposed by Benson and Clark (1982) was used to guide scale development. The theory of planned behavior (TPB) and literature review guided the construction of the IRCAT items. Total of 653 Arab female schoolteachers from 200 cycle 1 education schools in Oman were recruited in the study using convenience sampling technique. The validity of the tool was determined by assessing its face validity, content validity, and construct validity. Psychometric properties were tested using exploratory factor analysis (EFA). Inter-item correlations and internal consistency were used to determine the reliability of the tool.

RESULTS

The newly developed IRCAT demonstrated excellent face and content validity. Using EFA, four factors (i.e., attitudes, perceived behavioral control, subjective norms, and intention to report) were determined for construct validity (KMO = 0.92). The tool also showed good overall internal consistency (Cronbach's alpha = 0.82) and acceptable inter-item correlations (varied between 0.003 and 0.62, with about 20% of the correlation coefficients below 0.1).

CONCLUSION

This study suggests that the IRCAT is a valid and reliable tool to assess schoolteachers' intention to report child abuse and neglect in an Arabic context.

IMPLICATIONS TO PRACTICE

IRCAT tool can be utilized by researchers and practitioners interested in investigating the phenomenon of child abuse.

Effect of educational intervention on risk factors of cardiovascular diseases among school teachers: a quasi-experimental study in a suburb of Kolkata, West Bengal, India

OBJECTIVE

This prospective study aimed to evaluate the effects of a health education intervention on cardiovascular disease (CVD) risk factors among school teachers.

METHODS

The study, conducted from August 2016 to May 2017, involved teachers from four schools in Baruipur, West Bengal, India. It was a multicentric, quasi-experimental study with an intervention group receiving tailored health education promoting lifestyle modifications, while the control group received no intervention. Baseline and endline assessments included behavioural and biological characteristics related to cardiovascular health and risk assessment. Data were analysed using JAMOVI.

RESULTS

The intervention group showed significant improvements in physical activity levels [Cohen's d (Cd): 0.43, p = 0.006] and the consumption of fruits and vegetables (Cd: 1.00, p = < 0.001). Notably, there was a considerable reduction in the consumption of salt (Cd: -0.93, p = 0.039), oil (Cd: -0.98, p = < 0.001), fast food (Cd: -0.99, p = < 0.001), junk food (Cd: -0.99, p = < 0.001), and red meat (Cd: -1.00, p = < 0.001) among participants. However, there were no significant improvements in biological characteristics within the intervention group. In contrast, the control group exhibited no significant changes in behavioural and biological characteristics compared to baseline. The intervention group showed a minor non-significant reduction (3.0%) in their 10-year cardiovascular risk compared to baseline (Cd: -1.00, p = 0.50), while the control group had a negligible non-significant increase (0.7%) in their cardiovascular risk (Cd: 1.00, p = 1.00).

CONCLUSION

Health education intervention positively influenced behavioural characteristics, such as physical activity and dietary habits, among school teachers. However, no significant improvements were observed in biological characteristics or cardiovascular risk factors.

Psychometric evaluation of the depression, anxiety, and stress scale-21 (DASS-21) among Chinese primary and middle school teachers

BACKGROUND

Teachers in high-stress roles face increasing psychological distress such as anxiety and depression, underscoring the need for validated assessment instruments. Given the current absence of a comprehensive, designated, and time-efficient scale capable of evaluating depression, anxiety, and stress among the teacher population, the Depression, Anxiety, and Stress Scale-21 (DASS-21) presents itself as a promising alternative. Despite the widespread application of the DASS-21 for assessing psychological distress across various populations, its validity among teachers, along with questions about its factor structure and its potential property of time equivalence, remain unverified. This study endeavors to address these considerations by investigating the psychometric properties of the DASS-21 specifically within the population of Chinese primary and middle school teachers.

METHODS

Cross-sectional (n = 9,030) and longitudinal surveys (n = 1,642) were conducted using a non-probability sampling method. In addition to the DASS-21, the Chinese version of Chinese Teachers' Job Burnout Questionnaire (CTJBO) was utilized to evaluate the criterion validity of this scale. Three different approaches, namely confirmatory factor analysis, Rasch analysis, and network analysis, were employed to evaluate internal reliability, construct validity, as well as time invariance of the DASS-21.

RESULTS

The DASS-21 demonstrated a high degree of internal consistency (Cronbach's α > 0.85) as well as excellent convergent validity, despite poor discriminant validity as determined by average variance extracted. Confirmatory factor analysis and network analysis further supported convergent validity. The three-factor structure outperformed one- and two-factor alternatives, establishing time invariance. Rasch analysis at the item level identified six inappropriate items within the anxiety and stress subscales, which were subsequently removed. Network analysis presented a better revised network. Regression analysis with emotional exhaustion as the criterion provided logical and accurate results.

CONCLUSION

The DASS-21 was found to be a reliable and valid tool for measuring the mental health of teachers over time. To assess the instrument's psychometric properties, a combination of confirmatory factor analysis, Rasch analysis, and network analysis was utilized, which proved effective and is recommended for evaluating contentious instruments. Based on the results of the study, researchers and healthcare professionals are recommended to use the DASS-21 for assessing teachers' psychological distress. However, certain items identified in the study may need to be removed to enhance the instrument's appropriateness for this specific population.

Factors influencing junior high school students' perceptions of attending school in Japan

BACKGROUND

School attendance is a crucial determinant of academic success. Our previous research has identified factors that influence elementary school students' perceptions of attending school, but whether these factors apply to older students remains unclear. We investigated the extent to which the factors identified in the previous research apply to junior high school students and their attitudes toward attending school.

METHODS

We hypothesized that students' "perceptions of attending school" was directly influenced by their perceptions of "relationships with friends and teachers," "current circumstances," "subjective health status," and "having people to share experiences and thoughts with." We developed an original questionnaire with 19 items and analyzed data collected from 6245 junior high school students in Japan, using a structural equation model.

RESULTS

The final model demonstrated a good fit. Students' "positive perceptions of attending school" was directly and positively influenced by their "positive perceptions of relationships with friends and teachers" and directly and negatively influenced by their "perceptions of poorer subjective health status". Other latent variables directly and positively influenced the perceptions of attending school, but not strongly. Students' perceptions of "relationships with friends and teachers," "current circumstances," and "having people to share experiences and thoughts with" correlated positively with each other. These three latent variables also correlated negatively with "poorer subjective health status."

CONCLUSIONS

The role of positive relationships with friends and teachers in shaping students' perceptions of school attendance, coupled with the negative impact of poorer subjective health status, underscores the need for educators to adopt approaches that specifically address these areas. It is crucial to provide support to students in cultivating positive relationships, fostering positive perceptions of school, and offering resources to those who are encountering mental or physical health challenges. Implementing the evidence-based questionnaire developed in this study is recommended to enhance student support and well-being.

A systematic review and meta-analysis of low back pain and its associated factors among school teachers in Africa

INTRODUCTION

Low back pain (LBP) is a key social, economic, and public health problem in the world. The impact of LBP is given less priority and is empirically unrepresented in low- and middle-income countries as a result of the focus on more pressing and life-threatening health issues, including infectious diseases. In Africa, the prevalence of LBP is irregular and increasing among schoolteachers on account of teaching activities performed under suboptimal working conditions. Therefore, the objective of this review was to estimate the pooled prevalence and associated factors of LBP among school teachers in Africa.

METHODS

This systematic review and meta-analysis was designed based on the PRISMA guidelines. A comprehensive systematic literature search focused on LBP in African school teachers was conducted using the PubMed/MEDLINE, CINAHL, and CABI databases, regardless of publication timelines, from October 20 to December 3, 2022. In addition, gray literature was searched using Google Scholar and Google Search. Data were extracted in Microsoft Excel by using the JBI data extraction checklist. The overall effect of LBP was estimated using a random effect model via DerSimonian-Laird weights. The pooled prevalence and odds ratio of associated factors with 95% CI were computed using STATA 14/SE software. The I² test and Egger's regression test were used to assess heterogeneity and publication bias, respectively.

RESULTS

A total of 585 articles were retrieved, and 11 eligible studies involving a total of 5,805 school teachers were included in this systematic review and meta-analysis. The overall estimated pooled prevalence of LBP in African school teachers was found to be 59.0% (95% CI: 52.0%-65.0%). Being female [POR: 1.53; 95% CI (1.19, 1.98)], being older [POR: 1.58; 95% CI (1.04, 2.40)], being physically inactive [POR: 1.92; 95% CI (1.04, 3.52)], having sleep problems [POR: 2.03; 95% CI (1.19, 3.44)] and having a history of injury [POR: 1.92; 95% CI (1.67, 2.21)] were factors significantly associated with LBP.

CONCLUSIONS

The pooled prevalence of LBP was high among school teachers in Africa compared to developed nations. Sex (female), older age, physical inactivity, sleep problems, and a history of previous injury were predictors of LBP. It is suggested that policymakers and administrators ought to gain awareness of LBP and its risk factors to put existing LBP preventive and control measures into action. Prophylactic management and therapeutic strategies for people with LBP should also be endorsed.

Evaluation of Knowledge, Attitude, and Practices of Government Primary School Teachers in Faridabad City Regarding Oral Health

Background

Schoolteachers have a massive capacity for shaping the oral health status of children. Teachers help in behavioral shaping and the total progress of schoolchildren. They are thought to apply a substantial impact on their students. Overall health-promoting school seeks workforce well-being as well as their working conditions and thus employ the tactics of health promotion in the workplace.

Aim

To assess the existing knowledge, attitude, and practices of government primary school teachers in Faridabad city regarding oral health.

Materials and methods

The study was conducted on 220 government primary school teachers in Faridabad city. The questionnaires were distributed individually to the teachers on the visit to their institution. The data was compiled and subjected to statistical analysis. The study was evaluated in various groups like age, gender, educational qualification, and teaching experience. Oral health education was given to the teachers and mentioned the importance of regular dental check-ups in children. Data were analyzed using Statistical Package for Social Sciences version 21.

Results

The findings of this study indicated that oral health knowledge was good but oral health attitudes and practices were moderate among government primary school teachers in Faridabad city.

Conclusion

The study determined that there is a need to improve the oral well-being information and habits of the primary school teachers so that they can deliver proper oral health instructions to the students.

How to cite this article

Cyriac A, Sood S, Sharma N, et al. Evaluation of Knowledge, Attitude, and Practices of Government Primary School Teachers in Faridabad City Regarding Oral Health. Int J Clin Pediatr Dent 2023;16(3):426-430.

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Aim

This study examined the psychosocial (psychological distress, job-specific wellbeing, burnout) health of a large sample of teachers in New South Wales (NSW), Australia, specifically the association between psychosocial health, work-related factors, and lifestyle behaviours.

Subject & methods

An online survey collected lifestyle behaviours, work-related factors, and socio-demographics from primary and secondary school teachers in NSW from February to October 2021. Associations between work-related factors, lifestyle behaviours, and psychosocial health were modelled using logistic regression in R and adjusted for gender, age, and geographic location.

Results

In our sample (n = 1136), 75% were women and 28% of the sample worked in rural or remote areas. Women reported higher levels of psychological distress (51%), compared with men (42%), and over 30% of teachers reported high levels of burnout. Teachers who engaged in three or more positive health-related behaviours had lower odds of psychological distress and burnout as well as higher odds of job-specific wellbeing. Multiple work-related factors such as hours worked, teaching load, teaching experience, teacher type, and teacher role were associated with one or more aspects of psychosocial health after adjusting for socio-demographic variables.

Conclusion

More is needed to support the psychosocial health of teachers in NSW. Future lifestyle programs for this population should include psychosocial outcomes to further explore the relationship between teachers' health-related behaviour and their psychosocial health.

Supplementary information

The online version contains supplementary material available at 10.1007/s10389-023-01874-9.

Impacts of educational interventions on the knowledge of prevention and emergency management of traumatic dental injuries in 11-17-year-old martial arts athletes: a randomized controlled trial

PURPOSE

We compared the effect of an educational pamphlet and a mobile application regarding prevention and emergency management of sport-related traumatic dental injuries (TDIs) on knowledge and self-reported preventive practice of 11-17-year-old Karate and Taekwondo athletes.

METHODS

Participants were invited through an online link published by the Public Relations of the corresponding federations. They completed an anonymous questionnaire consisting of demographics, self-reported experience of TDIs, knowledge of emergency management of TDIs, self-reported preventive practice of TDIs, and the reason for not using mouthguard. The respondents were randomly allocated to pamphlet or mobile application group with the same content. Three months after the intervention, the questionnaire was completed by the athletes again. Repeated measures ANOVA and a linear regression model served for statistical analysis.

RESULTS

In pamphlet group, 51 athletes and in mobile application group 57 athletes completed both baseline and follow-up questionnaires. At baseline, the mean score was 1.98 ± 1.20 and 1.82 ± 1.24 (out of 7) for the knowledge and 3.70 ± 1.64 and 3.33 ± 1.95 (out of 7) for practice in the pamphlet and application group, respectively. In 3-month follow-up, the mean score of knowledge and self-reported practice was significantly higher compared to baseline in both groups (p < 0.001) with no statistically significant difference between the two groups (p = 0.83 and p = 0.58, respectively). Most of the athletes were very satisfied or satisfied with both types of the educational intervention.

CONCLUSION

Both pamphlet and mobile application seem to be useful to improve awareness and practice regarding TDI prevention in adolescent athletes.

Gender differences in knowledge, attitudes, and practices with respect to type 1 diabetes among Saudi public-school teachers

BACKGROUND

Children with type 1 diabetes mellitus (T1DM) need carefully monitoring even during school hours to avoid emergencies. Hence, it is crucial for teachers to have appropriate knowledge and positive attitudes toward diabetes to effectively manage the disease and its complications. This study aimed to compare the knowledge, attitudes, and practices with respect to T1DM among Saudi male and female public-school teachers living in Jeddah and to identify the associated factors.

METHODS

A cross-sectional study was conducted among primary, intermediate, and secondary public-school teachers working in Jeddah, Saudi Arabia between October 2021 and March 2022. Data were collected through an online survey. The survey included information on the socio-demographics of school teachers, the presence of chronic diseases, teachers' health behaviours, and knowledge, attitude, and practice with respect to T1DM.

RESULTS

This study included 378 school teachers. The majority of school teachers from both genders were married, held a bachelor's degree, and aged 45-54 years. Male school teachers were married (P = 0.02), held postgraduate certificates (P < 0.001), smoked cigarette and shisha (P < 0.001), and were physically active (P < 0.001) compared to female school teachers. Regarding teachers' knowledge of T1DM, it was found that female teachers were significantly more knowledgeable of T1DM children's and its symptoms than male teachers (P = 0.03; P = 0.01, respectively). However, male teachers were more willing to accommodate T1DM students in their classes and attend programs to support T1DM students as compared to female teachers (P = 0.004; P = 0.004, respectively). Moreover, the study showed poor practice scores for T1DM. In addition, the knowledge, attitudes, and practice scores toward T1DM were significantly associated with advanced age (P = 0.002), and extended years of teaching experience (P ≤ 0.002). Also, diabetic teachers had the highest knowledge (P = 0.03) and attitude (P = 0.02) scores compared to non-diabetic teachers. Male teachers who were married (P = 0.002), shisha smokers (P = 0.01), and had never practiced activity (P = 0.03) had better attitudes and practices toward T1DM. Similarly, female teachers who held bachelor's certificates had better attitudes toward T1DM (P = 0.02).

CONCLUSION

The present study revealed moderate knowledge, favorable attitudes, and poor practices related to T1DM among school teachers in Jeddah. It is crucial for policymakers to provide school teachers with training for necessary diabetes care for diabetic students.

Effectiveness of Video Tutorial Coaching in Improving the Knowledge of School Teachers on Child Abuse and Neglect in Puducherry

Aim

Child abuse and neglect (CAN) is a major threat to the health and well-being of children throughout the world. Apart from healthcare professionals, teachers also play an important role in recognizing and reporting child abuse as they are in a better position to observe the behavioral changes in children as they spend substantially more time at school. The aim of this study was to evaluate the effectiveness of a video tutorial program in improving the knowledge of school teachers on CAN.

Materials and results

A cross-sectional questionnaire-based study was conducted among the 79 school teachers of Puducherry. At baseline, a prevalidated questionnaire was used to assess the knowledge of the school teachers on CAN. After the intervention, the same prevalidated questionnaire was repeated. The mean knowledge score of teachers before intervention was 9.13. After video intervention knowledge score was improved to 14.46 (p < 0.05).

Conclusion

The study showed that a knowledge deficit exists among teachers regarding CAN, and the video tutorial program was found to be effective in improving the knowledge of school teachers. The government, as well as the schools should take the initiative to create awareness among teachers.

How to cite this article

Shivashankarappa PG, Pitchiah PA, Adimoulame S. Effectiveness of Video Tutorial Coaching in Improving the Knowledge of School Teachers on Child Abuse and Neglect in Puducherry. Int J Clin Pediatr Dent 2022;15(5):575-578.

Vocal fatigue perceived in remote working by teachers of different school grades during COVID-19 pandemic

Objective

Teachers have an increased prevalence of voice disorders. The present study aimed to investigate the impact of remote teaching on perceived voice fatigue among Italian teachers of all grades during the lockdown due to the COVID-19 pandemic.

Method

s The participants were 195 female teachers (M_age=48.77; SD_age=9.61) in primary, secondary, and high schools. They completed the Vocal Fatigue Index (VFI) through an online survey. The tool includes 19 items grouped into three dimensions: tiredness of voice and avoidance of voice use (TA); physical discomfort (PD); and improvement of symptoms with rest (IS). The participants reported their perceived voice fatigue during remote teaching. They were also asked to provide data about voice fatigue as perceived in previous classroom teaching. The data were analyzed through two sets of independent one-way ANOVAs, with voice fatigue subscales as criterion variables and school grade as a between-subjects factor.

Results

The teachers involved in the study reported higher voice fatigue scores than vocally healthy adults from the general population. Primary school teachers showed higher voice fatigue during remote teaching than both secondary and high school teachers, specifically for the TA and PD dimensions, whereas no difference emerged for IS. The VFI scores of primary school teachers were similar to those of dysphonic individuals.

Conclusion

The results of the study confirm that primary school teachers are more vulnerable to developing voice disorders and suggest the need for specific vocal health interventions in case of prolonged remote work.

Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

This study aimed to investigate the relationship between working overtime and psychological stress reactions among school teachers. It also evaluated the interaction of overtime work types (on weekdays, on holidays, and bringing work home) and task content (educational, peripheral and both). This cross-sectional study was conducted on Japanese elementary and junior high school teachers. Primary outcome was psychological stress reactions measured with the Brief Job Stress Questionnaire. Participants were asked how long they work overtime on weekdays, holidays, and at home. Participants were also asked whether they engaged in educational tasks and/or peripheral tasks during that overtime work. Multiple linear regression analyses were applied and 6,135 participants were included in the analyses after imputing missing data. Working hours of all three types were significantly correlated with higher psychological stress reactions. Moreover, engaging in both educational and peripheral tasks showed higher psychological stress reactions than in only educational tasks when working overtime on weekdays and holidays. In conclusion, reducing overtime work regardless of work types is crucial for mitigating psychological stress reactions for teachers. It might also be possible to manage the psychological stress reactions by splitting the role of task contents, when working overtime on weekdays and holidays at school.

Voice Symptoms and Wellbeing in School Teachers in England

INTRODUCTION

Negative psychological factors such as depression and other common mental disorders have been found to be associated with voice problems in teachers. However, there is little research with teachers that investigates the relationship between positive psychological factors such as wellbeing and voice problems. Although negative and positive mental states are on a continuum of psychological health, research suggests negative and positive effects are not necessarily inversely correlated and therefore need to be investigated separately.

OBJECTIVE/HYPOTHESIS

To explore the relationship between voice symptoms and wellbeing in teachers working in primary and secondary schools in England. We hypothesise that as wellbeing increases voice symptoms will decrease.

DESIGN

Cross sectional study using a self-administered web-based questionnaire conducted with primary and secondary school teachers in England.

METHODS

The study included 1205 teachers from 608 primary and secondary schools, including state and fee paying, and mainstream and special schools. Voice symptoms were measured using The Voice Symptom Scale and wellbeing was measured using the Warwick Edinburgh Mental Wellbeing Scale. Information was also obtained on health, lifestyle, sociodemographic and environmental factors. Analysis was conducted using a linear multi-level regression model.

RESULTS

A statistically significant relationship between voice symptoms and wellbeing was identified (-0.31 95% CI -0.41, -0.20 P =< 0.001). Other factors found to be statistically significantly associated with voice symptoms were age, sex, gastroesophageal reflux, class size, background noise, speaking louder than normal and respiratory infection. Hours teaching per week, deprivation of school, voice training, teaching subject, smoking status and asthma were not associated with voice symptoms.

CONCLUSIONS

This study suggests that there is an association between vocal symptoms and wellbeing. Teachers with higher wellbeing had fewer voice symptoms.

Association between lifestyle and emotional aspects of food consumption during the COVID-19 pandemic

BACKGROUND AND AIMS

Adequate nutrition during infectious outbreaks require a personal management strategy, especially when there are emotional factors involved. To evaluate the association between lifestyle and emotional aspects of food consumption during the pandemic COVID-19.

METHODS AND RESULTS

Cross-sectional study using online self-applied questionnaire with 15,372 active schoolteachers who worked in primary education (kindergarten, elementary and high school) from Minas Gerais, Brazil. Poisson Regression model with robust variance was used to determine the association between lifestyle and emotional aspects and food consumption. Greater adherence to the healthy consumption profile showed a statistically significant association with decreased weight (PR = 1.58; p = 0.000), decreased physical activity (PR = 1.27; p = 0.000), reduced income, (PR = 1.26; p = 0.000), reduced alcohol consumption (PR = 1.22; p = 0.000), and changes in mental health (PR = 1.19; p = 0.000). Unhealthy consumption profile was significantly correlated with weight gain (PR = 1.54; p = 0.000), consuming more alcohol, or started drinking during the pandemic (PR = 1.44; p = 0.000), increased physical activity (PR = 1.43; p = 0.000); increased cigarette consumption (PR = 1.17; p = 0.000), and being a younger adult (PR = 1.17; p = 0.000).

CONCLUSIONS

The COVID-19 pandemic influenced the food profiles of basic education teachers in the Minas Gerais state education system in a bidirectional manner, favoring the practice of consuming healthy or unhealthy foods.

Teacher-reported emotional and behavioural problems and ethnic background associated with children's psychosocial care use: a longitudinal population-based study

Approximately, 15% of children in Western countries suffer from emotional and behavioural problems. However, not all children receive the psychosocial care they need, especially children with a non-Western background experience an unmet need for care. This might be because parents of non-Western children report a lower need for care than parents of Western children, unrelated to the actual need. This study examined the association between teacher-reported problems and psychosocial care use, independent of mother-reported problems. Further, the role of ethnic background in this association was investigated. The study sample of 9-year-old children was retrieved from the Generation R Study (N = 3084), a prospective, population-based cohort of children born in Rotterdam, the Netherlands. Teacher- and mother-reported problems were measured via questionnaire when the children were  6/7 years old. Psychosocial care use was mother-reported at the research centre when children were 9 years old (8.1%). Hierarchical logistic regressions showed significant positive associations between teacher-reported total, externalising and internalising problems and later psychosocial care use. These associations were independent of mother-reported problems. Children with a non-Western background used less care, but ethnic background did not moderate the association between teacher-reported problems and care use. Our findings suggest that teachers might have an important role, next to parents, in the identification of problems and children's access to care. This may be particularly important for non-Western children, as they use less psychosocial care than Western children, despite other research showing that they generally display higher levels of problems. Directions for future research and implications are discussed.

Perceptions of teachers towards COVID appropriate behaviors for school children in coastal South India

COVID appropriate behavioral measures need to be followed once school reopens. School teachers being in the forefront could substantiate the feasibility of suggested safety measures. This study aimed to assess teachers’ perceptions towards COVID appropriate behaviors for children with school reopening and compare their mean scores between public versus private schools and across school boards. We conducted an observational school-based study of teachers over two months. Perceptions were scored using a five-point Likert symmetric agree to disagree scale. Results were expressed as proportions and analyzed using an independent sample t-test. Of the 547 teachers surveyed, most (> 90%) agreed to the suggested social distancing and hygiene measures. There was a significant difference in perception scores between private versus public schools and across boards regarding i) reducing the academic syllabus, ii) adopting a cloud-based system to integrate online-offline learning, and iii) conducting meetings online. In addition, measures such as i) teaching classes on alternate days with a limited number of children, ii) arranging benches/desks to maintain six feet distance between students, iii) dealing with psychological stress by counselors, and iv) arrangement with local hospitals for medical services were significant statistically across school boards. To conclude, most schoolteachers agreed with the need for social distancing and hygiene measures for children. There was a significant difference in perceptions between public versus private schools and across boards regarding academic syllabus, integration of online-offline student learning, number of children per class, the timing of classes, student seating arrangement, and medical/psychological guidance availability.

The relationship between phubbing and the depression of primary and secondary school teachers: A moderated mediation model of rumination and job burnout

BACKGROUND

With the progress of modern technology and the widespread popularization of mobile phones, many new problems related to mobile phones have aroused people's attention. One of the new phenomena is the phubbing. However, previous studies have paid more attention to the influence of phubbing on the phubbees, few researchers have focused on the influence of phubbing on the phubbers and its influencing mechanism.

METHODS

In the present study, convenient sampling method was adopted, and 907 (432 males, 47.6%) primary and secondary school teachers were recruited from Shanxi province in China. The teachers were all assessed by a series of self-assessment scales, including Generic Scale of Phubbing, the Maslach Burnout Inventory-General Survey, Ruminative Response Scale, and the Center for Epidemiological Studies Depression Scale.

RESULTS

The results showed as follows: (1) After controlling for age and gender, phubbing had a significantly positive link to depression of primary and secondary school teachers. Job burnout partially mediated the relation between phubbing and depression. (3) Moderated mediation analysis further indicated that the relation between job burnout and depression were moderated by rumination. Job burnout was a stronger predictor of depression in low ruminants than in high ones.

LIMITATIONS

First, cross-sectional study design was adopted in this study, but it was difficult to infer the causal relationship between variables. Further investigation and verification should be conducted in combination with experiments and follow-up studies, so as to further reveal the mechanism of action between variables. Second, all the data in this study were from the self-report. Although the common method deviation was not obvious, there may be social desirability effect.

CONCLUSIONS

These findings imply that phubbing will not only harm the mental health of the phubbees, but also will affect the mental health of the phubbers. The phubbing enhanced the job burnout of primary and secondary school teachers and increased their risk of depression. Compared with high ruminant, job burnout has a stronger predictive effect on depression in low ruminants. Therefore, we should also pay attention to the mental health problems of phubber teachers in primary and secondary schools.

The effect of COVID-19 on schoolteachers' emotional reactions and mental health: longitudinal results from the CLASS study

Purpose

We investigated schoolteachers’ emotional reactions to COVID-19 and mental health during three phases of the COVID-19 pandemic. We further analyzed if teachers, who belonged to a COVID-19 risk group, had more emotional reactions and poorer mental health than “non-risk” groups.

Methods

We collected questionnaire data in May, June, and November–December 2020 and used data from 2665 teachers at public schools (871 individuals participated in all three surveys). Participants reported their fear of infection, fear of transmission of infection to their home or pupils, perceived burnout and stress, and worries about their ability to manage the working conditions. We included information about COVID-19 risk group status, gender, age, organization of teaching (physical presence or remote teaching), and the pupils’ grade. We estimated prevalence ratios and took repeated measures into account.

Results

Emotional reactions and poor mental health increased significantly with 27–84% from May to November–December 2020. Teachers, who were particularly vulnerable to the adverse consequences of COVID-19, had the highest prevalence of fear of infection and poor mental health.

Conclusion

Teachers play a crucial role in a society’s response to a pandemic. Yet, the dual role of teaching and virus control along with concerns regarding the health consequences of an infection may contribute to the observed increase in emotional reactions to COVID-19 and poor mental health.

[Perceived needs regarding school health care]

BACKGROUND AND OBJECTIVE

Changes in infant morbidity require adaptations to preserve their proper development and academic performance. The objective of this study was to know the perceived needs of teachers, pediatricians and pediatric nurses regarding the training of schools to deal with emergences related to chronic pathology and accidents.

METHOD

Cross-sectional study using an ad hoc validated questionnaire on digital support (Google Forms) that included sociodemographic variables and a structured survey that collected information on chronic pathology, health care and safety in case of emergency in the school.

RESULTS

Data from 266 questionnaires (134 teachers, 132 pediatricians and pediatric nurses) were analyzed. 73.9% of the teachers stated that they have had students with chronic pathology during the last year and 45.5% confirmed the existence of protocols for their assistance, although 68.7% did not receive specific training for their care. 25% of pediatricians and nurses stated that the parents of children with chronic disease always notify the schools and 17.4% stated that they knew about the existence of specific protocols. 35.6% collaborated in training related to specific pathology or emergencies in schools, with a greater predominance of primary health care (P<.001). 50.7% of the pediatricians and 79.7% of the nurses stated as a medium-high priority the need to have a school nurse in the centers.

CONCLUSIONS

The health care of students with chronic diseases in schools can be improved for teachers, pediatricians and pediatric nurses, considering the figure of school nurse as the main improvement measure.

Association between student-teacher ratio and teachers' working hours and workload stress: evidence from a nationwide survey in Japan

Background

Too long work hours of Japanese school teachers, along with an increasing number of teachers taking leave due to mental illness, are well known and recognized as a serious social problem. In order to prevent the spread of COVID-19 by reducing the density in the classroom, the Japanese government has decided to reduce the upper-limit of class size in primary schools after 2021, which is expected to result in lowering the student-teacher ratio. The aim of this study was to examine the association between student-teacher ratio, teacher work hours and teacher stress.

Methods

Data on student-teacher ratio, teacher work hours, and teacher stress were obtained from a large-scale international survey conducted by OECD. The number of teachers participated in the survey was 3308 (primary school) and 3555 (lower-secondary school). After excluding teachers with missing observations, the analytic sample consisted of 2761 (primary school) and 3006 (lower-secondary school) teachers. Multivariate regression analysis was performed.

Results

Regression results revealed that student-teacher ratio was positively correlated with total work hours and workload stress of teachers. In particular, teachers working in schools with high student-teacher ratio spent more time on time-consuming tasks such as marking/correcting student work and communication with parents or guardians. The coefficient estimates suggested that, on average, lowering the student-teacher ratio by five in lower-secondary school was associated with 2.8 hours shorter working hours per week (p<0.001).

Conclusion

Our empirical results suggested that the class-size reduction policy starting in 2021 could reduce teacher stress and long work hours through the consequent decrease in student-teacher ratios.

Food consumption changes among teachers during the COVID-19 pandemic

The present study aimed to analyze changes in food consumption among teachers of state schools in Minas Gerais in the context of the pandemic of coronavirus disease 2019 (COVID-19). This is a cross-sectional study of teachers at elementary, middle, and high schools in Minas Gerais. An online questionnaire was made available to all participants through the Google Forms platform. For the analysis, sociodemographic, economic, occupational profile, health conditions, and behavioral/habitual variables were used. Food consumption was assessed through the weekly frequency of eating foods considered healthy and unhealthy before and during the pandemic. The changes observed in the frequency were classified as: decreased intake, no change in intake, and increased intake during the pandemic. Statistical analysis was performed using bivariate and multiple analysis using the Multinomial Logistics Regression model. The data were tabulated with the aid of the Statistical Package for Social Sciences (SPSS), version 18.0. A total of 15,641 teachers participated in this study, with an average age of 42.96 (±9.27) years, and most of them were female (81.9%). During the pandemic, approximately 40% reported altered sleep quality and alcohol consumption, and lack of physical activity with 60.4% of the professionals categorized as overweight. During this period, there was an increase in the consumption of sweets (19.5%), soft drinks (13.3%), sausages (12.0%), frozen foods (8.9%), salty foods (6.3%), vegetables (13.1%), fruits (12.6%), and wholegrain products (8.3%). In the regression analysis, several factors were found to be associated with changes in teachers' food consumption in a bidirectional way when associated with variables related to sociodemographic characteristics, occupational profile, general health, and lifestyle.

Transprofessional competences of school teachers in the digital environment: education employers' perspective

The shift towards digitalization in education, intensified by the COVID-19 pandemic-related issues, has led to the emergence of a need to expand the borders of the teaching profession. To be effective in the digital environment, school teachers have to master new transprofessional competences (TPCs), enabling them to use the skill sets of other careers, gain new skills and abilities and find non-standard solutions to professional and pedagogical problems using digital technologies. This study investigated education employers' opinions (61 principals and deputy principals from 31 Russian secondary schools) about the comparative importance of TPCs for school teachers working in the digital environment and their perceptions of what barriers prevent teachers from developing TPCs. The survey used a three-item questionnaire asking the respondents to rank the TPCs and the TPC clusters in order of importance for teachers working with the digital and to describe the obstacles to teachers' TPC development. The findings revealed that the employers attached the greatest importance to psychological TPCs while assigning the least importance to digital citizenship TPCs. The major barriers to TPC development, in the respondents' opinion, lay in teachers' fear of new trends and their excessive workload. Based on the survey results, we designed a model of school teachers' transprofessional competences in digital teaching and learning that can be used as an assessment tool in different professional settings. The paper concludes with suggestions on how to overcome the barriers and help improve school teachers' TPC development.

Determinants of school attendance in elementary school students in Japan: a structural equation model

BACKGROUND

Managing school nonattendance is a priority worldwide. Frequent school nonattendance in early school years has immediate and long-term negative effects. Although strategies to address nonattendance are being developed and implemented, the number of students with school nonattendance issues is increasing. In this study, we explored students' feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school.

METHODS

We hypothesized that a positive perception towards attending school was influenced by relationships, perceptions of current circumstances, subjective health, and having someone to share experiences and thoughts with. For examining the hypothesized model, an original questionnaire with 14 items was developed, including perceptions towards school attendance (an item), relationships with friends and school teachers (5 items), current circumstances (4 items), subjective health (3 items), and the individuals available to share experiences and thoughts with (1 item). In total, 6860 children submitted the questionnaire (85.3% response rate) and 6841 responses were included to examine the model. Children were 10 or 11 years old, and selected from 111 state-run schools in 8 randomly selected school districts.

RESULTS

The final model demonstrated good fit and showed that the latent variable of relationships with friends and school teachers directly impacted on how children felt about attending school. The latent variable of subjective health also directly impacted on how children felt about attending school but not strongly. Other latent variables were not significant.

CONCLUSIONS

The importance of positive relationships with friends and teachers in overcoming school nonattendance has been emphasized in previous studies. This study has provided evidence that these relationships impacted children's positive perception about attending school in a large sample of students aged 10-11 years. The latent variable of subjective health may require more items to capture mental health.

Knowledge and Attitudes of School Teachers on Vaccination in Greece

Few studies have assessed attitudes and beliefs of school teachers on vaccination. Our cross-sectional questionnaire-based prospective survey aims to explore vaccination coverage and relevant knowledge of school teachers in Greece. Out of the 217 respondents, 93% believe that vaccines offer protection but only 69.7% were completely vaccinated as per adults' National Immunization Schedule. In multivariate analysis, female gender, being a parent, beliefs that vaccination should be mandatory and imposing penalties to vaccine refusals are the main factors that account for teachers' "behavioral" variability towards vaccination. Strengthening the training of school teachers in health promotion should become a priority in the era of the highly anticipated vaccine against severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2).

Attributes of screening and vaccination for cervical cancer: insights of an online survey among female school teachers of Kota, Rajasthan, India

Background: Cervical cancer is largely preventable. The study was aimed to find out the attributes of screening and vaccination for cervical cancer among female school teachers of Kota, Rajasthan, India.

Methods: It was an observational study, cross-sectional in design conducted among female school teachers of Kota, Rajasthan, India using a predesigned structured questionnaire administered by Google Form during the months of March to May, 2020. In total, 397 schoolteachers from 18 different schools of Kota participated in our survey.

Results: Among the study subjects, 33 (8.3%) had ever undergone screening for cervical cancer, whereas only 12 (3.0%) had taken vaccine against it. In multivariable logistic regression analysis; age (>40 years) [adjusted odds ratio (AOR): 5.7 (2.0-15.8)], correct knowledge regarding frequency of screening (yes) [AOR: 6.0 (2.4-15.5)], positive attitude for the disease (yes) [AOR:3.0 (1.1-8.0)] and gynaecologist consultation behaviour (periodic) [AOR: 1.4 (1.1-8.6)] were significant attributes of ever undergoing screening for cervical cancer. On the other hand, themultivariable significant attributes of vaccination were age (≤40 years) [AOR: 7.6 (1.5-38.9)]and positive attitude for the disease (yes) [AOR: 6.4 (1.1-38.2)].

Conclusion: Acceptance of screening and vaccination for cervical cancer among the study subjects was found to be quite low. Policymakers should more actively involve school teachers in generating awareness and in raising the demand for cervical cancer screening and vaccination in their native communities to curb the disease in the country.

Verbal Aggression Against Teacher and Upper Extremity Musculoskeletal Pain

Background

This study investigated the relationship between verbal aggression against school teachers and upper extremity (neck, shoulder, upper limb, and/or upper back) musculoskeletal pain.

Methods

This was a cross-sectional study of 525 elementary school teachers from Jaboatão dos Guararapes, Northeast Brazil.

Results

The prevalence of upper extremity musculoskeletal pain among teachers who reported verbal aggression in the past six months (67.7%) was higher than that among those who did not report verbal aggression (51.7%): (prevalence ratio = 1.21; 95% confidence interval = 1.04-1.40). The prevalence of upper extremity musculoskeletal pain was associated with verbal aggression, sex, and common mental disorders, controlled by skin color, age, monthly income, teachers' education, years working as a teacher, workload, and obesity. Furthermore, the measure of the association between verbal aggression and upper extremity musculoskeletal pain was modified by sex and common mental disorders, considered altogether. Teachers who suffered verbal aggression, of the feminine sex, and also having common mental disorders reported high prevalence (85.4%) of upper extremity musculoskeletal pain.

Conclusion

The association between verbal violence in the school and complaints of upper extremity musculoskeletal pain was strong and modified by teachers' sex and common mental disorders.

Control of hypertension among teachers in schools in Kerala (CHATS-K), India

Objective

We investigated the prevalence, awareness, treatment, control of hypertension and the factors associated with hypertension prevalence and control among school teachers in Kerala, India.

Methods

We surveyed 2216 school teachers in Thiruvananthapuram district of Kerala as part of the control of hypertension among teachers in schools in Kerala (CHATS-K), India. We used World Health Organization STEPS tools for non-communicable diseases risk factor surveillance. Blood pressure, weight and height were measured using standard protocols. Hypertension was defined as systolic blood pressure (SBP) ≥ 140 mmHg and/or diastolic blood pressure (DBP) ≥ 90 mmHg, or self-reported current antihypertensive medication. Controlled hypertension was defined as SBP<140 and DBP<90 mmHg. Separate multivariate analysis was done for finding the associated factors with prevalence and control of hypertension.

Results

Age adjusted hypertension prevalence was 14.6%. Men, those with self-reported diabetes, having family history of hypertension and overweight were more likely to have higher prevalence of hypertension compared to their counterparts. Among hypertensives 62% were aware, 49% on treatment and 34% achieved adequate control. Hypertension control was significantly higher among women, diabetics and overweight individuals compared to their counterparts.

Conclusions

A higher level of hypertension control among school teachers in this study indicates an attainable level of hypertension control in the general population of the state. Teachers, with their highly regarded place in the social construct of the country and the state, could thus be used as role models for hypertension control for the general population in the state.

Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada

This study examined associations between teacher-student relationship quality at school and teachers' responsiveness to students' emotional concerns in a classroom and (a) students' intention to seek help at school for mental health concerns and (b) mental health-related service use. Data for analyses came from the School Mental Health Survey, a cross-sectional survey of 31,120 grade 6-12 students, in 1968 classrooms, attending 248 schools in Ontario, Canada. Three-level (student, classroom, school) binary logistic regression was used to address the study objectives. Student ratings of the quality of teacher-student relationships and teachers' responsiveness were included as predictors, both at the individual student level and aggregated to represent a contextual level characteristic at the school and classroom level, respectively. At the student level, both teacher-student relationship quality and teacher responsiveness were positively associated with intentions to seek help at school among both elementary and secondary students (ORs ranged from 1.14-1.19 for relationships and 1.06-1.08 for responsiveness). Aggregated to the school level, teacher-student relationship quality was positively associated with mental health service use for secondary students (OR = 1.36, 95% CI [1.10, 1.69]). Positive and responsive teacher-student relationships were associated with help-seeking behaviors among students. Longitudinal studies are warranted to disentangle the temporality of these associations.

Unmet need for presbyopia correction and its associated factors among school teachers in Hawassa city, South Ethiopia

BACKGROUND

Presbyopia is a decline in the amplitude of accommodation with the onset in the age range 40-45 years affecting near visual task performance. As the age of presbyopia onset coincides with productive age, it results in great productivity loss especially in those with high near visual demand like teachers. A maximum near vision potential is essential for teachers in ensuring the quality of education, as most of the students' evaluations and scripts are assessed manually in Ethiopia. The prevalence of unmet need for presbyopia correction among school teachers ranges from 38.5-70.4% worldwide. Though presbyopia is a common ocular condition, there is limited evidence regarding the unmet need for presbyopia correction in Ethiopia as well as in Hawassa city. Therefore, this study aimed to determine the magnitude of unmet need for presbyopia correction and its associated factors among school teachers in Hawassa city, South Ethiopia.

METHODS

A school-based cross-sectional study was conducted among teachers older than 35 years. A simple random sampling technique was used to select participants using name lists as a sampling frame from 69 schools. The participants selected underwent for distance and near visual acuity test. Those with distance visual acuity of 6/12 or worse were refracted before near visual acuity test. Information on the spectacle use and associated factors was obtained using the interviewer-administered questionnaire. Data analysis was done using Statistical Package for Social Sciences software version 20. Binary logistic regression analysis was performed to assess association between independent variables and the unmet need for presbyopia correction.

RESULTS

A total of 459 study participants were included in the study with a response rate of 95.21%.The unmet need for presbyopia correction was 51.26% (95%CI: 46.7-55.6%). Female gender (AOR = 2.50; 95%CI: 1.51-4.15), age 36-45 (AOR = 4.12; 95%CI: 1.46-11.76), unaware of presbyopia (AOR = 2.36; 95%CI: 1.2-4.66) and self-rating of current vision as good (AOR = 3.5; 95%CI: 1.61-7.6) were factors significantly associated with the unmet need for presbyopia.

CONCLUSIONS

The burden of unmet need for presbyopia correction is a moderate priority according to the World Health Organization for presbyopia correction services criteria. A school-based presbyopia awareness creation program is important to reduce this huge burden.

Impact of epilepsy training on school teachers and counselors: An intervention study in Lebanon

This study aimed to evaluate the immediate impact of an epilepsy training through the administration of a questionnaire (in Arabic) before and immediately after the intervention in Lebanese public and private schools. This project is part of an awareness campaign applied to 3 groups of teachers and counselors and consisted of a pretest, a unified conference and a posttest. The statistical analysis used the McNemar and Stuart Maxwell tests (statistical significance level of 0.05). 73 participants completed the questionnaires. The majority were female (68.5%), aged less than 39 years (57%) and familiar with epilepsy. A positive impact of the training was found regarding the effect of epilepsy on schooling, seizures manifestations, psychological effects, seizure first aid and the possibility of curing epilepsy with surgery. Most of our participants recognized that children with epilepsy have a comparable IQ to others. They did not exhibit a discriminatory attitude against people with epilepsy in terms of the direct attitude towards them, employment or marriage. This is one of few studies done worldwide demonstrating an immediate positive effect of epilepsy training among school teachers. Future research should be undertaken to develop robust training models to destigmatize epilepsy.

•

An epilepsy training in Lebanese schools had an immediate positive impact.

•

In total 73 teachers and counselors completed the pre and posttest questionnaires.

•

Participants didn't exhibit a discriminatory attitude against people with epilepsy.

•

Participants recognized that children with epilepsy have a comparable IQ to others.

•

Training improved awareness on seizure first aid and epilepsy cure by surgery.

Evaluation of a new training program to reassure primary school teachers about glucagon injection in children with type 1 diabetes during the 2017-2018 school year

INTRODUCTION

The prevalence of type 1 diabetes (T1D) in children is increasing. Adequate knowledge and skills of primary school staff are required to deal with children affected by T1D. We aimed to evaluate a video training program (VTP) to improve the level of confidence of teachers in administering intramuscular glucagon injection during severe hypoglycemia. The secondary goal was to improve the teachers' theoretical knowledge.

MATERIAL AND METHODS

In this interventional study, we submitted a VTP to all primary school teachers in the French region of Normandy who received a child with T1D during the 2017-2018 school year. The VTP began with a questionnaire focused on their confidence in performing T1D-related actions and on their theoretical knowledge. Next, we offered a 10-min video covering the main issues of T1D, which could be watched freely for a fortnight. The questionnaire was subsequently resubmitted. The level of confidence was assessed on a scale of 1 to 4. Knowledge was assessed as a score out of 20. Before-after comparisons were made using the Wilcoxon signed-rank test. Determinants of a good level of confidence and knowledge before VTP were assessed in the first questionnaires using multivariate analysis.

RESULTS

Of 221 eligible teachers, 157 (71%) answered the first questionnaire and 77 (34.8%) answered both. The VTP significantly improved the teachers' confidence to administer a glucagon injection (+0.36 points, P<0.001). Their theoretical knowledge was also significantly improved (+1.5 points, P<0.001).

CONCLUSIONS

We propose an original practical VTP that could be useful to improve teachers' T1D-related self-confidence in their skills and knowledge.

Cluster randomised controlled trial of behavioural intervention program: a study protocol for control of hypertension among teachers in schools in Kerala (CHATS-K), India

Background

Control of blood pressure among hypertensives is a major challenge around the world. Interventions for improving hypertension control in India are very limited. This paper describes the protocol for a cluster randomized controlled trial of efficacy of behavioural intervention on control of hypertension among school teachers in Kerala.

Methods

A total of 92 schools are randomised to intervention and control group in Kerala. A baseline survey was conducted in all schools to assess the prevalence of hypertension and its risk factors among school teachers in Thiruvananthapuram district of Kerala state, India. Teachers in both sets of schools will receive a leaflet containing details on the importance of controlling hypertension. With the objective of improving control of hypertension, the intervention schools will additionally receive self-management education and behavioural intervention programs delivered by trained intervention managers along with measurement of weight, waist circumference and blood pressure. This intervention program will be developed based on the findings of the baseline survey and selected components of successful models of hypertension control from previous research done in similar settings. The intervention will be given for 3 months after which a post-survey will be conducted among teachers of both control and intervention schools. The primary outcome is change in control of hypertension and secondary outcome is the change in behavioural risk factors of hypertension both in the control and intervention groups.

Discussion

This is the first comprehensive study looking at the efficacy of behavioural intervention on hypertension control among school teachers in Kerala, India. This study is likely to provide an upper estimate of behavioural intervention on hypertension control since teachers are reported to have one of the highest compliance rates of behavioural intervention.

Trial registration

This trial was prospectively registered with the Clinical Trials Registry of India [CTRI/2018/01/011402] on 18 January 2018.

Makkah female teachers' knowledge of seizure first aid

BACKGROUND

Epilepsy is a common disorder in Saudi Arabia, with a prevalence of 6.54/1000 people. Most patients with epilepsy in the country are younger than 19 years of age, and thus, many occurrences of epileptic seizures can occur in schools. As such, teachers are often faced with the challenge of responding to the attack and providing first aid and post-event care to the child with epilepsy.

OBJECTIVES

The objective of this study was to assess the knowledge school teachers in the Makkah region possess about seizure first aid.

METHODS

A self-administered questionnaire was distributed electronically among school teachers in the Makkah region, with the aim to assess basic demographic data about the teachers as well as their knowledge about epilepsy, seizure first aid, and postseizure care.

RESULTS

Out of the teachers who responded to the questionnaire (n = 426), 89% were female teachers; 85.7% recognized epilepsy as a neurological disease. The majority (55%) stated that they would open a patient's mouth and insert an object during a seizure. Those with less teaching experience (1-10 years) correctly identified how to ensure safety in comparison with the more experienced teachers (≫10 years) (P value ≪ 0.001), and 45% of the overall participants recognized when to transfer patients to a medical facility. Both teachers with postgraduate degrees and the more experienced teachers recognized when to transfer students to hospital.

CONCLUSION

Female school teachers in the Makkah region significantly lack adequate training and knowledge of seizure first aid. A health education policy targeting teachers may improve this.

Iranian teachers' knowledge about first aid in the school environment

PURPOSE

School students are at risk of unintentional injuries. Teachers are the main caregivers and the first protectors for school students and must be able to deliver first aid. This study aimed to assess the school teachers' knowledge about first aid in Kashan, Iran.

METHODS

A cross-sectional study was undertaken on a sample of 200 teachers working in public and private primary, secondary and high schools in Kashan city, Iran. Data collection was achieved via a questionnaire consisting of items on teachers' characteristics and 20 questions on basic first-aid practices. One point was given for each correct answer. The lowest and highest possible scores were 0 and 20. Then, the sum scores 0-9, 10-16, and 17-20 were ranked as weak, moderate, and good first aid knowledge, respectively. Statistical analyses were performed using descriptive statistics, Chi-square and Fisher's exact tests, and regression analysis.

RESULTS

The mean age and working experience of teachers were respectively (41.37 ± 6.35) years and (20.07 ± 7.29) years. Among all teachers 51.0% were males and 66.3% were working in public schools. Totally, 40.3% of the teachers had passed courses on first aid and 48.5% had confronted with situations needing first-aid; 59.7% evaluated their own knowledge of first aid as moderate. The mean score of first-aid knowledge was 10.00 ± 2.58. Teachers who had received first aid training and those with previous experiences of situations requiring first-aid possessed higher scores (p < 0.001). Most teachers answered wrongly to the questions regarding first aid in a child with a fracture (93.4%) or struck by electricity (85.2%).

CONCLUSION

Most of the teachers had insufficient knowledge on first aid. They mostly did not pass any training on first aid. Urgent action seems necessary for training teachers on first aid through in-service training programs.

Effect of two educational interventions on primary school teachers' knowledge and self-reported practice regarding emergency management of traumatic dental injuries

BACKGROUND

The present study evaluated the effect of two educational interventions on the knowledge and self-reported practice of primary school teachers regarding emergency management of traumatic dental injuries (TDIs).

METHODS

All primary school teachers (n = 664) of Arak, Iran were asked to participate in the study. Based on geographic regions, all participants were enrolled in two groups: educational leaflet and oral presentation. At baseline, teachers in both groups were asked to complete an anonymous self-administrated questionnaire consisting of demographics, eight questions on knowledge, and four paper cases on self-reported practice about TDIs. After collecting the questionnaires, interventions, including an oral presentation and an educational leaflet whose contents were prepared based on the most recent scientific evidence, were implemented. One and six months after the interventions, the questionnaire was completed by the teachers again. Repeated measures ANOVA and a linear regression model were used for statistical analysis.

RESULTS

Two hundred and ninety-two teachers participated in all stages of the study (response rate = 64.5%). In one-month follow-up, in both groups, the mean score of knowledge was significantly higher compared to baseline and six-month scores (P < 0.001 and P < 0.001, respectively). Moreover, in six-month follow-up, the mean score of knowledge was higher compared to baseline (P < 0.001) in both intervention groups. No statistically significant difference existed in the mean score of knowledge in three evaluations between two groups (P < 0.05). In one-month follow-up, the mean score of self-reported practice was significantly higher compared to baseline and six-month scores in both interventional groups (P < 0.001 and P < 0.001, respectively). There was no significant difference in the mean score of self-reported practice between the one-month and six-month follow-up (P = 0.53). There was no statistical significant difference in the mean score of self-reported practice in three evaluation phases between two groups (P < 0.05). No significant relationship was observed between the difference in knowledge and self-reported practice scores and demographic factors.

CONCLUSIONS

Both educational interventions regarding emergency management of TDIs-educational leaflet and oral presentation- were effective in increasing knowledge and self-reported practice of teachers in the short-term follow-up. In long-term evaluation, educational leaflet resulted in more positive changes in teachers' knowledge compared to their self-reported practice.

Development, implementation, and evaluation of a lay responder disaster training package among school teachers in Angeles City, Philippines: using Witte's behavioral model

OBJECTIVES

The aim of this study was to develop and implement a lay responder disaster training (LRDT) package with the intention to alter the perceived efficacy, perceived threat, and levels of fear among school teachers.

STUDY DESIGN

The study used an intervention-based design, wherein we intervened by conducting an LRDT which aimed to affect the participants' responses as defined by Witte's behavioral model (WBM).

METHODS

The LRDT package incorporated the usual disaster preparedness information but included the unexplored area of disaster first aid, which is lacking in most training currently being given. The entire LRDT was carried out for two consecutive days by an emergency medical services-accredited competency assessor. Preintervention and postintervention knowledge, level of fear, attitude, intentions, behavior, and a Risk Behavior Diagnosis Scale was assessed using a structured questionnaire based on the WBM.

RESULTS

After conducting the LRDT as an intervention, the results show that there was a significant change in the knowledge, behavior, perceived threat, and level of fear among the participants. Other constructs, such as attitude, intentions, and perceived efficacy, were not statistically significant after the intervention.

CONCLUSION

In conclusion, knowledge, behavior, and the perceived threat of the school teachers were significantly higher after the LRDT, and their level of fear was significantly lower. Based on these results, we can conclude that both the WBM questionnaire and the LRDT package showed potential in improving disaster risk reduction and management among school teachers in Angeles City, Philippines.

Burden of shoulder and/neck pain among school teachers in Ethiopia

BACKGROUND

Shoulder and neck pain are reported as the most common occupational-related health problem and cause of morbidity, absenteeism from work among school teachers worldwide. School teachers represent an occupational group, who are exposed and appears to have prevalent shoulder and/or neck pain due to their daily work tasks and the nature of work. There is a scant epidemiological study regarding shoulder and neck pain among school teachers in Ethiopia. Therefore, this study was set out to assess the prevalence and associated factors of shoulder and/or neck pain among school teachers of Gondar town in North West Ethiopia.

METHOD

An institutional based cross-sectional study was conducted from December 2016 to January 2017, a structured questionnaire adapted from the Nordic musculoskeletal questionnaire was distributed to 848 primary and secondary school teachers in Gondar town, Northwest Ethiopia. To assess the burden of shoulder and/neck pain, data were collected using a self-administered questionnaire and physical measures like height and weight were also measured during data collection. Independent variables which had significant association were identified using logistic regression model.

RESULT

A total of 754 teachers participated, with a mean age of 42 ± 9.73 years (88.9% response rate). Previous 12 months self-reported prevalence of shoulder and/ neck pain among school teachers was 57.3% with 95%CI (53.4-61.0%). Regular physical exercise (OR = 0.18, 95% CI: 0.08-0.42), teaching experience (OR = 2.85, 95% CI: 1.09-7.42), static head down posture (OR = 2.26, 95% CI: 1.55-3.33), elevated arm over shoulder (OR = 2.71, 95% CI: 1.86-3.95), prolonged sitting (OR = 1.50,95% CI: 1.02-2.23) and hypertension (OR = 2.18, 95% CI: 1.24-3.82) were factors found to be significantly associated with shoulder and/neck pain.

CONCLUSION AND RECOMMENDATION

More than half of the study participants self-reported to have suffered shoulder and neck pain in the previous 12 months. Teaching experience, static head down posture, elevated arm over shoulder, and hypertension are likely to be significantly associated with shoulder and/ neck pain among school teachers in Ethiopia. Engaging in regular physical exercise has a protective effect against the shoulder and/or neck pain. Therefore, school authorities are recommended to provide facilities to enhance physical activity among school teachers and also provide adjustable board and classroom materials.

School's Teachers Knowledge About Autism in Al-Badayacity, Al-Qassim Region, Kingdom of Saudi Arabia

Introduction:

The growing number of students with Autism will set challenge to school teachers to become better prepared to take the necessary action to serve and to assist children with autism.

Aim:

The aim in this study was to assess the knowledge and attitude of school teachers regarding Autism Spectrum Disorder in Badaya city of Al-Qassim region, kingdom of Saudi Arabia, and to find out any differences in school teachers knowledge based on (gender, educational level, experience, contact with students with autism, type of school).

Methods:

a cross sectional study was conducted in Badaya City on school teachers from December 2017 until March 2018 to assess their knowledge about Autism spectrum disorder. Autism knowledge Questionnaire was completed by 248 school teachers participated in the research study, data was collected from answers of the 30 questions of the questionnaire for all participants, and analyzed using SPSS version 21.

Results:

total level of knowledge in our sample of school teachers was 48.7%, a statistical significant differences between school teachers’ knowledge based on type of school, contact with children with autism favoring public schools p value=0.00, and previous contact with students with autism p value=0.03 which have higher level of knowledge. Educational level, grade of teaching, experience, gender did not significantly affect teachers’ knowledge.

Conclusion:

School teachers had a weak level of knowledge about Autism Spectrum disorder. Previous contact with students with autism definitely raises level of knowledge.

Vocal Health Practices Among School Teachers: A Study From Chennai, India

INTRODUCTION

A healthy vocal system is a prerequisite to produce a serviceable voice for any vocal profession. The concept of vocal health (VH) among teachers is worth exploring considering their known risk of developing voice disorders.

AIM

To provide socioculture-specific information on VH practices and nature of voice problems in teachers.

METHOD

A VH questionnaire was developed to elicit opinions toward one's own voice health and factors that indicated and contributed to impaired/poor VH from 384 school teachers.

RESULTS AND DISCUSSION

'Flexible voice' (23%), 'enduring voice' (22%), and 'good voice' (22%) were descriptions to indicate good VH by teachers. 'Vocal fatigue' (13%), 'dry throat' (9.4%), 'throat irritation' (4.7%), and 'pain while swallowing/speaking' (3.1%) were frequently reported throat sensations to indicate poor VH. For 30.2% of the teachers, voice mattered for professional needs. However, most of them managed to cope with voice problems through several home remedies and 'intentional/self-imposed neglect' despite their vocal difficulties. Sociocultural factors influencing these findings and scope to escalate voice problems in teachers as a public health issue are discussed.

CONCLUSION AND IMPLICATION

Insight and perception of VH based on self-reports and information on voice practices among teachers pertinent to this geographical location provide scope to develop models for counseling and preventive treatment for voice problems.

Factors associated with musculoskeletal disorders and disability in elementary teachers: A cross-sectional study

The purpose of this study was to analyze factors associated with musculoskeletal disorders and disability in elementary teachers. This is a cross-sectional study from a representative sample of Brazilian elementary teachers (n = 530). Data were collected using a self-report questionnaire. Sociodemographic, work-related, and behavioural characteristics were the exposure variables. The outcomes were musculoskeletal symptoms, disability, and musculoskeletal disease. Musculoskeletal disease was used as an outcome, as well as an exposure variable when musculoskeletal symptoms and disability were the outcomes. Prevalence ratios (PR) were estimated by Poisson regression. Variables associated with musculoskeletal symptoms were: length of employment ≥20 years (PR = 1.41), perception of inappropriate infrastructure of schools (RP = 1.21), physical activity (PR = 0.80), and high stress (PR = 1.16) for upper limbs; high stress (PR = 1.23) and perception of inappropriate infrastructure of schools (RP = 1.16) for back/neck; common mental disorders (PR = 1.14 to 1.30), and musculoskeletal disease (PR = 1.19-1.62) for all regions of the body. Musculoskeletal disease (PR = 2.46 to 3.37) and perception of inappropriate infrastructure of schools (PR = 1.53 to 1.95) were associated to disability in all regions of the body. Length of employment >20 years was associated with disability in the upper limbs (PR = 2.06). Common mental disorders were associated with disability in the upper limbs (PR = 1.53) and back and neck (PR = 1.47) while sitting time >120 min/day was inversely associated with disability in the lower limbs (PR = 0.64). The predictors of musculoskeletal disease were length of employment ≥20 years (PR = 1.97), perception of inappropriate infrastructure of schools (PR = 1.57), strength and flexibility activities (PR = 1.66), TV viewing time ≥ 120 min (PR = 1.37), sports practice (PR = 0.39), and common mental disorders (PR = 1.39). Although the associations varied according to the outcome, common mental disorders, perception of inappropriate infrastructure of schools, high stress, and length of employment are variables to be considered in the prevention of musculoskeletal disorders in teachers. When analyzed as an exposure variable, musculoskeletal disease was the main predictor of musculoskeletal symptoms and disability.

Evaluation of the impact of a diabetes education eLearning program for school personnel on diabetes knowledge, knowledge retention and confidence in caring for students with diabetes

AIMS

To study the impact of a novel comprehensive eLearning approach in delivering diabetes related education program that includes knowledge and sets of practices to the school personnel in Kuwait to enable them to provide a supportive environment for students with diabetes.

METHODS

The program was designed with three components namely; knowledge, skills and recommendations. The diabetes knowledge was delivered through an interactive eLearning program, the effectiveness of which was assessed using diabetes knowledge questionnaires which were deployed pre- and post-course delivery. Additionally, the participants' knowledge retention and confidence in caring for a student with diabetes were evaluated at 6 or 12 months post-intervention.

RESULTS

A total of 124 public schools' personnel participated in the program. Post e-Learning delivery, diabetes knowledge increased significantly from baseline (p < 0.0001) and knowledge was retained over 6 and 12 months. Average of overall confidence scores in caring for students with diabetes was 61.86% in all items of care.

CONCLUSIONS

Offering eLearning diabetes education for school personnel increases their knowledge which can be retained for up to 12 months and imparts confidence in caring for students with diabetes. This novel approach of delivering diabetes education will help school personnel in managing students with diabetes.

Occupation and mammographic density: A population-based study (DDM-Occup)

INTRODUCTION

High mammographic density is one of the main risk factors for breast cancer. Although several occupations have been associated with breast cancer, there are no previous occupational studies exploring the association with mammographic density. Our objective was to identify occupations associated with high mammographic density in Spanish female workers.

METHODS

We conducted a population-based cross-sectional study of occupational determinants of high mammographic density in Spain, based on 1476 women, aged 45-68 years, recruited from seven screening centers within the Spanish Breast Cancer Screening Program network. Reproductive, family, personal, and occupational history data were collected. The latest occupation of each woman was collected and coded according to the 1994 National Classification of Occupations. Mammographic density was assessed from the cranio-caudal mammogram of the left breast using a semi-automated computer-assisted tool. Association between mammographic density and occupation was evaluated by using mixed linear regression models, using log-transformed percentage of mammographic density as dependent variable. Models were adjusted for age, body mass index, menopausal status, parity, smoking, alcohol intake, educational level, type of mammography, first-degree relative with breast cancer, and hormonal replacement therapy use. Screening center and professional reader were included as random effects terms.

RESULTS

Mammographic density was higher, although non-statistically significant, among secondary school teachers (e^β = 1.41; 95%CI = 0.98-2.03) and nurses (e^β = 1.23; 95%CI = 0.96-1.59), whereas workers engaged in the care of people (e^β = 0.81; 95%CI = 0.66-1.00) and housewives (e^β = 0.87; 95%CI = 0.79-0.95) showed an inverse association with mammographic density. A positive trend for every 5 years working as secondary school teachers was also detected (p-value = 0.035).

CONCLUSIONS

Nurses and secondary school teachers were the occupations with the highest mammographic density in our study, showing the latter a positive trend with duration of employment. Future studies are necessary to confirm if these results are due to chance or are the result of a true association whose causal hypothesis is, for the moment, unknown.

[Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers]

PURPOSE

The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers.

METHODS

Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20.

RESULTS

The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD.

CONCLUSION

The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

Neck pain in Iranian school teachers: Prevalence and risk factors

Neck pain (NP) is a common occupational health problem associated with a number of professions. Many studies indicate that NP is common among teachers, yet no published study was found to address the prevalence and risk factors of NP in Iranian school teachers. The purpose of the current study was to assess the prevalence and risk factors for NP among school teachers in Iran. A cross-sectional study was conducted on 586 randomly selected primary and high schools teachers from 22 schools in Tehran, Iran. Point, last month, last 6 months, annual, and lifetime prevalence rates of NP were 24%, 29%, 33%, 37%, and 43%, respectively. There was a significant association and increased prevalence of NP with a number of risk factors such as; being female, age, general health, length of employment, regular exercise and job satisfaction (P < 0.05 in all instances). Therefore, some individual and occupational factors may make conditions relevant for the development of NP among teachers.

Teachers' knowledge about oral health and their interest in oral health education in Hail, Saudi Arabia

OBJECTIVES

To assess the dental health knowledge and the interest of secondary school teachers in imparting oral health education in Hail, Saudi Arabia.

METHODS

It was a questionnaire based cross-sectional survey of secondary school teachers in Hail, Saudi Arabia, carried out from November 2014 to January 2015. A validated self-administered questionnaire was used to determine teachers' oral health knowledge and their interest in participating in oral health education of school children. Data analysis was performed using SPSS version 20 statistical software.

RESULTS

Two hundred and twenty three secondary school teachers responded to the survey. Results showed that about 80 to 90 % of teachers had sufficient knowledge of causes and prevention of dental caries and gingivitis. About 94% of teachers agreed that they can play an effective role in oral health promotion while 96% were found to be interested in performing additional duty as oral health promoter. A large majority (91.9 %) had the opinion that oral health education must be included in school curriculum.

CONCLUSION

Teachers in Hail region had adequate amount of knowledge regarding oral health, and they were interested to play their role in promoting oral health education. Based on the findings of this study, it is recommended to include dental health education in curriculum at secondary school level and to provide sufficient training to teachers to enable them to participate actively in oral health promotion activities.

[Health education in primary school: Alicante city (Spain) teachers' opinions]

OBJECTIVE

This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain).

METHODS

An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools.

RESULTS

Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school.

CONCLUSION

Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organisations.

An educational campaign about epilepsy among Italian primary school teachers. 2. The results of a focused training program

A cohort of 582 Italian primary school teachers underwent a questionnaire survey to test their knowledge and attitudes toward epilepsy and verify whether an intensive and focused educational program could result in improvement of knowledge and attitudes. The program consisted of a presentation of the clinical manifestations of epilepsy and the distribution of informative brochures and an educational kit on the disease and its management to be used with their students. After several months, 317 teachers were retested using the same questions. Upon retest, the number of "don't know" answers decreased significantly for almost all questions. This was not the case for negative attitudes. The same holds true for teachers believing that epilepsy is a source of learning disability and social disadvantage. These findings support the beliefs that education on epilepsy is more likely to affect ignorance than prejudice and that stronger interventions are needed to counteract stigmatizing behaviors.

The prevalence of musculoskeletal pain & its associated factors among female Saudi school teachers

OBJECTIVES

To quantify the prevalence and identify the associated factors of musculoskeletal pain among Saudi female school teachers.

METHODS

An observational quantitative cross-sectional survey of female Saudi school teachers in five different areas of Saudi Arabia was carried out between August and October 2013. A self-administered questionnaire was used in which the items related to participants' demographic information and pain information were included. A numeric pain rating scale was used for patient self-reporting of pain. Data analysis was carried out using SPSS Pc+ version 21.0 statistical software.

RESULTS

Four hundred and eighty six female school teachers responded to the survey. Severe Low back pain was reported by 38.1% of teacher, followed by knee pain (26.3%), heel (24.1%), shoulder (20.6%), upper back (17.7%), hip joint (16.5%),ankle (12.3%), neck (11.3%). Sever pain of elbow (5.6%) and wrist (7.4%) was the least reported. Pain affected work at school in 46.1% of school teachers. A combination of variables: body mass index, Vitamin D deficiency, teaching level, presence of chronic illness, were found to be significantly associated with musculoskeletal pain.

CONCLUSION

The results of self-reported prevalence of musculoskeletal pain among female Saudi school teachers is useful to educate the school teachers for adequate care so as to prevent these pains. There is a need for the higher authorities to address this issue and implement intervention programs to alleviate the pain and suffering of these school teachers.

Knowledge, attitude and practice of school teachers towards oral health in pondicherry

BACKGROUND

School teachers by virtue of their training can influence a large number of children thereby play major role in the planning and implementation of oral health preventive programs. Hence, this study was undertaken with the objective of assessing the knowledge, attitude and practice of school teachers towards oral health.

MATERIALS AND METHODS

This was a cross-sectional survey conducted among school teachers of the city of Pondicherry. A structured questionnaire was used and 212 teachers were assessed on their knowledge on oral health, attitude and practice regarding their personal oral health, attitude regarding oral health of children and status of oral health education at the schools. All data collected was entered into SPSS version 21.0.

RESULTS

Around 47% of the participants felt that bacteria and sugar are the main causes of dental caries, while 42% felt that plaque and calculus are the main agents for periodontal disease. Around 82.5% teachers brushed twice daily. However, only 32% felt it is necessary to visit dentist regularly. While 86% of the teachers felt that children's teeth should be checked by dentist, only 51% agreed that it is their duty to impart oral health education to the students.

CONCLUSION

The knowledge regarding oral health among school teachers was fair. Oral Health education must be imparted to preschool and primary school teachers as a part of National Oral Health care Program on a regular basis and further studies must be done to assess their awareness levels and make the necessary changes in further education modules.

Knowledge, attitude and practices of school teachers towards epileptic school children in Karachi, Pakistan

Objective: To assess the knowledge and attitude of school teachers towards an epileptic child.

Methods: This cross-sectional study was conducted among teachers of primary, middle and high schools from different communities in Karachi, Pakistan. A total of 120 self-administered KAP questionnaires were distributed in schools selected through convenience sampling. Data was analyzed using SPSS version 19.

Results: Out of the total sample size, 90.9% (n=100) had heard about epilepsy. Sixteen (14.5%) teachers considered epilepsy to be contagious while 72.7% (n=80) teachers were of the view that epileptics can succeed as other normal children and sixty nine (62.7%) teachers were willing to help a child experiencing a fit, though only 15.5% (n=17) received knowledge about epilepsy during their training years.

Conclusion: The research was conclusive for assessing the knowledge and attitude of teachers towards epileptic children. It highlighted the lack of awareness and negative attitude still existing among teachers. However, many were in the favor of mass education through awareness programs.