A Quantitative Study of Teacher Readiness to Teach School-Based HIV/AIDS Education in Kenyan Primary Schools

Autor/in	Lang'at, Edwin K.
Titel	A Quantitative Study of Teacher Readiness to Teach School-Based HIV/AIDS Education in Kenyan Primary Schools
Quelle	(2014), (145 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Oral Roberts University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-2210-7
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Elementary School Teachers; Readiness; Acquired Immunodeficiency Syndrome (AIDS); Health Education; Prevention; Statistical Analysis; Teacher Surveys; Teacher Attitudes; Questionnaires; Self Esteem; Kenya + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Prävention; Vorbeugung; Statistische Analyse; Lehrerverhalten; Fragebogen; Self-esteem; Selbstaufmerksamkeit; Kenia
Abstract	Purpose and Method of Study: The purpose of this study was to investigate teachers' self-perceived readiness to teach school-based HIV/AIDS Awareness and Prevention education in Kenyan primary schools based on their knowledge, attitudes and instructional confidence. This research utilized a non-experimental quantitative approach with a cross-sectional survey design to determine perceived teacher readiness to teach school-based HIV/AIDS education. There were 235 participants who provided complete responses to all questions in the questionnaire. The instrument used in the research included demographic information in the first section to attain information regarding the type of training received, experience, gender and certification levels of the participants. The second section of the instrument consisted of three surveys containing questions from The "Handbook for Evaluating HIV Education" booklet, published by the Centers for Disease Control (CDC), with selected questions chosen to assess teacher knowledge confidence (TKC), teacher attitude (TA), and teacher instructional confidence (TIC) regarding teaching students about HIV/AIDS awareness and prevention. Findings and Conclusions: Based on the results, Kenyan primary teachers have accurate content knowledge and are confident about the information they have regarding HIV/AIDS education since over 90% of the participants scored above 80% on TKC section of the questionnaire. The results also indicated that teachers in Kenyan primary schools have high TIC, which is necessary to teach primary school children. Both head teachers and the Ministry of Education must ensure that teachers receive the support and resources they need to teach HIV and AIDS education effectively in Kenyan Primary schools. Teachers are also burdened by the disease as they teach primary schools and for school-based HIV education to be a success, a holistic approach has to be considered where the teacher psychological impact of HIV/AIDS, socioeconomic constraints and the teacher student ratio in the classroom are taken into consideration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01