Health attitudes of Health attitudes of school teachersschool teachers

Faisal Abdul Latif Alnasir FPC, FRCGP, MICGP, PhD

Professor of Family MedicineChair; Department of Family and Community Medicine

College of Medicine and Medical SciencesArabian Gulf University, Bahrain

HHealth attitudes of school teachers ealth attitudes of school teachers are usually a reflection of their are usually a reflection of their background of health knowledge background of health knowledge and perceptions. and perceptions.

Their perception of health, attitudes Their perception of health, attitudes and practices, and their knowledge and practices, and their knowledge of common health problems could of common health problems could be essential factors in optimizing be essential factors in optimizing their roles as health educators in their roles as health educators in society.society.

School teachers are major source of School teachers are major source of information for the students. information for the students.

McGovern & Barry, 2000McGovern & Barry, 2000

In Australia, teachers and clergy are In Australia, teachers and clergy are "gate-keepers" who might serve as a "gate-keepers" who might serve as a first line of assistance for distressed first line of assistance for distressed young people young people Leane Leane & Shute, 1998& Shute, 1998

Educational health packages could be Educational health packages could be developed with collaboration between developed with collaboration between teachers who have an understanding of teachers who have an understanding of the principles of curriculum design and the principles of curriculum design and health professionals who are fully aware of health professionals who are fully aware of health problems health problems

Henry et al, 1994Henry et al, 1994

Formal health education teaching in Formal health education teaching in schools is lackingschools is lacking

Susan et al. 1996Susan et al. 1996

ObjectivesObjectives

To assess school teachers' health To assess school teachers' health attitudes, perceptions and attitudes, perceptions and awareness about the common awareness about the common health problems in Bahrain. health problems in Bahrain.

Methods:Methods: 49 schools were selected by a stratified 49 schools were selected by a stratified random sampling (out of 152). random sampling (out of 152). 1140 teachers responded (out of 1284).1140 teachers responded (out of 1284).

The study tool was a four-item The study tool was a four-item questionnaire that was pre-tested for questionnaire that was pre-tested for content validity and for repeatability. content validity and for repeatability.

Information collected related to;Information collected related to;

• The schoolThe school

• The teachers' demographic The teachers' demographic characteristicscharacteristics

• The teachers’ health (illness) experience The teachers’ health (illness) experience andand

health attitudes health attitudes

• The teachers’ knowledge about the fiveThe teachers’ knowledge about the five

commonest health problems (commonest health problems (sickle cellsickle cell

anemia, bronchial asthma, diabetesanemia, bronchial asthma, diabetes

mellitus, hypertension and smokingmellitus, hypertension and smoking).).

Data were analyzed using the SPSS program version 11.5 and a p value of Data were analyzed using the SPSS program version 11.5 and a p value of <0.05 was considered significant<0.05 was considered significant

Results

Response rate was 88.8%.

Duration of occupation: one to 35 years (mean of 12.3).

Demographic characteristicsDemographic characteristics::

Sex 40% Male 60% Female

Age 20 to 58 years mean of 32.7

Teaching School 45% Primary 25% intermediate 30% secondary

Education Graduate 81% 70% Males 81% Females

Smoking (6%) Males 94% P<0.000

Smoking vs occupation duration

Increased as duration increased P<0.001

Alcohol consumption

14 (1.2%) All were Males

Regular exercise 18%

Teachers’ attitudeTeachers’ attitude

Teachers' experiences with illness:Teachers' experiences with illness:

Suffered from recent illnesses (6 months)

16%

Sick family members 28%More Female teachers (34%

vs. 23%) (P<0.000)

Previous admissions to hospital

13%More female teachers (72%

vs. 28%) (p<0.000)

Suffering from a chronic illness

31 % More male (18% vs. 15%)

Teachers’ knowledge:Teachers’ knowledge:

ProblemNo. of

respondersNo. of

questionsRange Mean

Standard Deviation

Sickle Cell1053

(92.4%)10 0-10 4.88 1.98

Smoking1067

(93.6%) 8 0-8 5.28 1.852

Asthma 1029

(90.3%)10 0-10 5.16 2.185

Hypertension 969

(85%)10 0-I0 3 1.899

Diabetes Mellitus

1064 (93.3%)

10 0-10 5.34 2.133

The knowledge was average in areas related to bronchial asthma, diabetes mellitus and smoking and poor in the field of sickle cell anemia and hypertension

Perceptions of healthPerceptions of health

Perceptions of their own health 82% satisfactory More males (92% vs.89%)

Perceptions of health services in the Kingdom

77% satisfactory

More males (80% vs. 70%) (P<0.000)

More married (77% vs. 66%) (P<0.01)

Perceptions of healthPerceptions of health

Teachers with no recent illnesses perceived their general Teachers with no recent illnesses perceived their general health to be satisfactoryhealth to be satisfactory

(p<0.001)(p<0.001)

Teachers who had satisfactory views about their general Teachers who had satisfactory views about their general health usually had a better or more satisfactory view about health usually had a better or more satisfactory view about the general health services in the countrythe general health services in the country

(p<0.001) (p<0.001)

Teachers with longer duration of occupation had satisfactory Teachers with longer duration of occupation had satisfactory views about the health services in the Kingdomviews about the health services in the Kingdom (p<0.01)(p<0.01)

Teachers who suffered from chronic and recent illnesses had Teachers who suffered from chronic and recent illnesses had satisfactory views about their general healthsatisfactory views about their general health (p<0.01)(p<0.01)

Significant relationshipsSignificant relationships::

Chronic illness and having a family member suffering Chronic illness and having a family member suffering from an illnessfrom an illness

(61% vs. 39%) (P<0.001)(61% vs. 39%) (P<0.001)

Teachers suffering from chronic illness admitted more Teachers suffering from chronic illness admitted more frequently to hospitals than teachers without chronic frequently to hospitals than teachers without chronic illness illness

(97% vs. 11%) (P<0.01) (97% vs. 11%) (P<0.01)

More teachers with a longer duration of occupation More teachers with a longer duration of occupation suffered from chronic illnesses than teachers with suffered from chronic illnesses than teachers with shorter durations of occupationshorter durations of occupation

(P<0.02)(P<0.02)

Chronic illness and having adequate knowledge of; Chronic illness and having adequate knowledge of; -Hypertension-Hypertension-Diabetes Mellitus-Diabetes Mellitus

(p<0.05) (p<0.05) (p<0.02)(p<0.02)

Teachers with no ill family member had satisfactory Teachers with no ill family member had satisfactory views about their general health more than teachers views about their general health more than teachers with ill family memberswith ill family members

(93% vs. 84%) (P<0.001) (93% vs. 84%) (P<0.001)

Teachers with recent illnesses were more likely to have Teachers with recent illnesses were more likely to have ill family membersill family members (42% vs. 23%) (p<0.001) (42% vs. 23%) (p<0.001)

55% of those who had been admitted to hospital 55% of those who had been admitted to hospital suffered from a recent illnesssuffered from a recent illness (p<0.001)(p<0.001)

Conclusion:Conclusion:

-Health experiences of teachers were limited-Health experiences of teachers were limited

-The overall knowledge of school teachers -The overall knowledge of school teachers

was:was:•Average for sickle cell anemia, asthma Average for sickle cell anemia, asthma

and and

Diabetes Mellitus Diabetes Mellitus •Poor in the area of hypertensionPoor in the area of hypertension•Adequate knowledge of the negative Adequate knowledge of the negative

health health

effects of smoking effects of smoking

limiting the chances of teachers being limiting the chances of teachers being a gooda good health model for their pupils, health model for their pupils, and pupils will not be able to acquire and pupils will not be able to acquire and adopt proper health attitudes or and adopt proper health attitudes or even gain good health knowledge.even gain good health knowledge.

Teachers not having enough knowledge Teachers not having enough knowledge of the signs of health-damaging of the signs of health-damaging problems such as smoking and alcohol problems such as smoking and alcohol use will have difficulty in recognizing use will have difficulty in recognizing students with those habits or providing students with those habits or providing health education in such areas.health education in such areas.

Students are less likely to smoke in Students are less likely to smoke in school with higher levels of teachers' school with higher levels of teachers' discipline discipline

Novak & Clayton , Novak & Clayton , 20012001

Recommendations:Recommendations:

School teachers need continuous pre- School teachers need continuous pre- and in-service health training. and in-service health training. Although they may not be given the Although they may not be given the prime responsibility of health prime responsibility of health education, certainly they should share education, certainly they should share it.it.

The teaching institution must also The teaching institution must also provide opportunities for the teachers provide opportunities for the teachers to maintain adequate health to maintain adequate health knowledge and an optimal health knowledge and an optimal health attitude.attitude.

Thank youThank you