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1.
PLoS One ; 16(9): e0257252, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34555049

RESUMEN

BACKGROUND: Teaching work is stressful, moreover during the pandemic teachers' stress might have been intensified by distance education as well as by limited access to social support, which functions as a buffer in experiencing stress. The aim of the research was to investigate the relation between distance education and teachers' well-being, and their close relations and other social relations during the first two waves of the COVID-19 pandemic. METHODS: The research was conducted in two stages on 285 Polish primary and secondary school teachers who were recruited by means of the chain referral method. The following measures were used: The Depression Anxiety & Stress Scales-21, Berlin Social Support Scales, The Relationship Satisfaction Scale and The Injustice Experience Questionnaire. RESULTS: The teachers experienced at least mild levels of stress, anxiety and depression, both during the first as well as the second waves of the COVID-19 pandemic in Poland. It has been confirmed that there is a negative relation between relationship quality change and social relations quality change, and stress, anxiety and depression. The variables taken into consideration in the research have provided the explanation for the variation of stress-from 6% in the first stage of the research to 47% in the second stage; for the variation of anxiety-from 21% to 31%; and for the variation of depression-from 12% to 46%, respectively. CONCLUSIONS: The research results show that due to distance work the distinction between professional work and family life might have been blurred, and as a consequence teachers' well-being could have been worsened. The isolation put on to stop the spreading of the virus might have contributed to changes in social relations, in close relations in particular, and at the same time negatively influenced teachers' abilities to effectively cope with the crisis situations.


Asunto(s)
COVID-19/epidemiología , Pandemias/prevención & control , Maestros/psicología , Adaptación Psicológica/fisiología , Adulto , Ansiedad/psicología , Educación a Distancia/métodos , Femenino , Educación en Salud/métodos , Humanos , Relaciones Interpersonales , Masculino , Salud Mental , Satisfacción Personal , Polonia , SARS-CoV-2/patogenicidad , Apoyo Social , Estudiantes/psicología , Encuestas y Cuestionarios
2.
BMC Public Health ; 21(1): 1635, 2021 09 07.
Artículo en Inglés | MEDLINE | ID: mdl-34493251

RESUMEN

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.


Asunto(s)
COVID-19 , Carga de Trabajo , Humanos , Japón/epidemiología , SARS-CoV-2 , Maestros , Instituciones Académicas , Estudiantes
3.
Artículo en Inglés | MEDLINE | ID: mdl-34501807

RESUMEN

With the coronavirus disease 2019 (COVID-19) cases peaking and health systems reaching their limits in winter 2020/21, schools remained closed in many countries. To better understand teachers' risk perception, we conducted a survey in Germany. Participants were recruited through various associations and invited to take part in a cross-sectional COVID-19-specific online survey. Descriptive statistical analysis was performed. Factors associated with teachers' fears of contracting the severe acute respiratory syndrome coronavirus type 2 (SARS-CoV-2) were evaluated with an adjusted multivariable regression analysis. The median age of the 6753 participating teachers was 43 years, and 77% were female. Most teachers worked in high schools (29%) and elementary schools (26%). The majority of participants (73%) feared contracting SARS-CoV-2 at school, while 77% intended to receive their COVID-19 vaccination. Ninety-eight percent considered students to pose the greatest risk. Female and younger teachers were significantly more anxious to get infected and teachers who opposed the re-opening of schools had significantly higher odds of being more anxious (p < 0.001). To the authors' knowledge, this is the first study to describe teachers' risk perception of COVID-19 and their attitudes towards vaccinations in a nationwide survey. The anxiety correlates with the COVID-19 protection measures demanded and appears to be a driving factor rather than rational logic.


Asunto(s)
COVID-19 , Pandemias , Adulto , Vacunas contra la COVID-19 , Estudios Transversales , Miedo , Femenino , Alemania/epidemiología , Humanos , Percepción , SARS-CoV-2 , Maestros , Autoinforme
4.
Medicine (Baltimore) ; 100(35): e27102, 2021 Sep 03.
Artículo en Inglés | MEDLINE | ID: mdl-34477148

RESUMEN

ABSTRACT: The turnover rate among kindergarten teachers in advanced countries is extremely high. As such, there is an urgent need to determine the reasons for this turnover and to identify ways to prevent it. The current study investigates the individual and environmental factors that impact kindergarten teachers' willingness to continue working.A total of 600 kindergarten teachers in Japan participated in this study. Participants responded to questionnaires regarding their willingness to continue working, mental health, work engagement, and the availability of social support. Multiple logistic regression analysis was used to analyze participants' data, with willingness to continue working for 5 or more years as the dependent variable. Additionally, Spearman rank correlation was used to examine the correlations between factors associated with willingness to continue working.Factors such as older age, living with a spouse, caring for younger children (up to 2 years old) at work, good mental health, and higher work engagement were significantly associated with teachers' higher willingness to continue working. Factors such as marriage, health and family problems, overtime work, issues with workplace childcare, and education policy, working time/day problems, human relations, and difficulties taking care of children were correlated with teachers' lack of willingness to continue working.The findings of this cross-sectional study suggest that welfare benefits and individual support systems could be key elements to encourage kindergarten teachers to continue working and could lead to their improved job satisfaction and mental health. Balanced work conditions and workers' high agreement with their workplace's overall childcare or educational policies may lead to lower turnover. Some programs - such as relationship counselling - could have a positive impact on teachers' mental health and job satisfaction.


Asunto(s)
Satisfacción en el Trabajo , Maestros/psicología , Adulto , Distribución de Chi-Cuadrado , Estudios Transversales , Femenino , Humanos , Japón , Modelos Logísticos , Masculino , Persona de Mediana Edad , Reorganización del Personal , Maestros/estadística & datos numéricos , Encuestas y Cuestionarios , Carga de Trabajo/psicología , Lugar de Trabajo/psicología , Lugar de Trabajo/normas
5.
JAMA Netw Open ; 4(9): e2126447, 2021 09 01.
Artículo en Inglés | MEDLINE | ID: mdl-34550382

RESUMEN

Importance: Scalable programs for school-based SARS-CoV-2 testing and surveillance are needed to guide in-person learning practices and inform risk assessments in kindergarten through 12th grade settings. Objectives: To characterize SARS-CoV-2 infections in staff and students in an urban public school setting and evaluate test-based strategies to support ongoing risk assessment and mitigation for kindergarten through 12th grade in-person learning. Design, Setting, and Participants: This pilot quality improvement program engaged 3 schools in Omaha, Nebraska, for weekly saliva polymerase chain reaction testing of staff and students participating in in-person learning over a 5-week period from November 9 to December 11, 2020. Wastewater, air, and surface samples were collected weekly and tested for SARS-CoV-2 RNA to evaluate surrogacy for case detection and interrogate transmission risk of in-building activities. Main Outcomes and Measures: SARS-CoV-2 detection in saliva and environmental samples and risk factors for SARS-CoV-2 infection. Results: A total of 2885 supervised, self-collected saliva samples were tested from 458 asymptomatic staff members (mean [SD] age, 42.9 [12.4] years; 303 women [66.2%]; 25 Black or African American [5.5%], 83 Hispanic [18.1%], 312 White [68.1%], and 35 other or not provided [7.6%]) and 315 students (mean age, 14.2 [0.7] years; 151 female students [48%]; 20 Black or African American [6.3%], 201 Hispanic [63.8%], 75 White [23.8%], and 19 other race or not provided [6.0%]). A total of 46 cases of SARS-CoV-2 (22 students and 24 staff members) were detected, representing an increase in cumulative case detection rates from 1.2% (12 of 1000) to 7.0% (70 of 1000) among students and from 2.1% (21 of 1000) to 5.3% (53 of 1000) among staff compared with conventional reporting mechanisms during the pilot period. SARS-CoV-2 RNA was detected in wastewater samples from all pilot schools as well as in air samples collected from 2 choir rooms. Sequencing of 21 viral genomes in saliva specimens demonstrated minimal clustering associated with 1 school. Geographical analysis of SARS-CoV-2 cases reported district-wide demonstrated higher community risk in zip codes proximal to the pilot schools. Conclusions and Relevance: In this study of staff and students in 3 urban public schools in Omaha, Nebraska, weekly screening of asymptomatic staff and students by saliva polymerase chain reaction testing was associated with increased SARS-CoV-2 case detection, exceeding infection rates reported at the county level. Experiences differed among schools, and virus sequencing and geographical analyses suggested a dynamic interplay of school-based and community-derived transmission risk. Collectively, these findings provide insight into the performance and community value of test-based SARS-CoV-2 screening and surveillance strategies in the kindergarten through 12th grade educational setting.


Asunto(s)
Prueba de COVID-19/métodos , COVID-19/epidemiología , Monitoreo del Ambiente , Tamizaje Masivo , Evaluación de Programas y Proyectos de Salud , Instituciones Académicas , Población Urbana , Adolescente , Adulto , Microbiología del Aire , COVID-19/virología , Femenino , Humanos , Masculino , Persona de Mediana Edad , Nebraska , Pandemias , Proyectos Piloto , Reacción en Cadena de la Polimerasa , Medición de Riesgo , SARS-CoV-2 , Saliva , Maestros , Estudiantes , Aguas Residuales/virología
6.
Medicine (Baltimore) ; 100(36): e26876, 2021 Sep 10.
Artículo en Inglés | MEDLINE | ID: mdl-34516489

RESUMEN

BACKGROUND: Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria. METHODS: We adopted a randomized pretest-posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance. RESULTS: The researchers found that cognitive behavioral active engagement training had a significant effect on participants' test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages. CONCLUSION: The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.


Asunto(s)
Evaluación Educacional , Capacitación en Servicio , Maestros , Instituciones Académicas , Personal Administrativo , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Nigeria
8.
Sch Psychol ; 36(5): 367-376, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34591587

RESUMEN

The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predictor variables for changes in teacher anxiety while teaching during the COVID-19 pandemic. The present study included 329 elementary teachers from across the United States who completed a survey during the first week of October 2020. The results found that most teachers saw no change or an increase in anxiety during the first month. Significant predictors of increased teacher anxiety included stress and communication within the school, with virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group included significant predictors of stress, virtual instruction, and communication within the school. The present study provides applicable information to schools and districts as there is limited empirical research on the impact of the COVID-19 pandemic on teachers. Teachers are working as frontline workers during the pandemic; thus, schools and districts need to monitor teacher stress and anxiety during the COVID-19 pandemic and provide the necessary support. (PsycInfo Database Record (c) 2021 APA, all rights reserved).


Asunto(s)
Ansiedad/epidemiología , COVID-19 , Educación a Distancia/estadística & datos numéricos , Estrés Laboral/epidemiología , Maestros/psicología , Maestros/estadística & datos numéricos , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Instituciones Académicas/estadística & datos numéricos , Estados Unidos/epidemiología
9.
MMWR Morb Mortal Wkly Rep ; 70(35): 1214-1219, 2021 Sep 03.
Artículo en Inglés | MEDLINE | ID: mdl-34473683

RESUMEN

On May 25, 2021, the Marin County Department of Public Health (MCPH) was notified by an elementary school that on May 23, an unvaccinated teacher had reported receiving a positive test result for SARS-CoV-2, the virus that causes COVID-19. The teacher reported becoming symptomatic on May 19, but continued to work for 2 days before receiving a test on May 21. On occasion during this time, the teacher read aloud unmasked to the class despite school requirements to mask while indoors. Beginning May 23, additional cases of COVID-19 were reported among other staff members, students, parents, and siblings connected to the school. To characterize the outbreak, on May 26, MCPH initiated case investigation and contact tracing that included whole genome sequencing (WGS) of available specimens. A total of 27 cases were identified, including that of the teacher. During May 23-26, among the teacher's 24 students, 22 students, all ineligible for vaccination because of age, received testing for SARS-CoV-2; 12 received positive test results. The attack rate in the two rows seated closest to the teacher's desk was 80% (eight of 10) and was 28% (four of 14) in the three back rows (Fisher's exact test; p = 0.036). During May 24-June 1, six of 18 students in a separate grade at the school, all also too young for vaccination, received positive SARS-CoV-2 test results. Eight additional cases were also identified, all in parents and siblings of students in these two grades. Among these additional cases, three were in persons fully vaccinated in accordance with CDC recommendations (1). Among the 27 total cases, 22 (81%) persons reported symptoms; the most frequently reported symptoms were fever (41%), cough (33%), headache (26%), and sore throat (26%). WGS of all 18 available specimens identified the B.1.617.2 (Delta) variant. Vaccines are effective against the Delta variant (2), but risk of transmission remains elevated among unvaccinated persons in schools without strict adherence to prevention strategies. In addition to vaccination for eligible persons, strict adherence to nonpharmaceutical prevention strategies, including masking, routine testing, facility ventilation, and staying home when symptomatic, are important to ensure safe in-person learning in schools (3).


Asunto(s)
COVID-19/epidemiología , COVID-19/virología , Brotes de Enfermedades , SARS-CoV-2/aislamiento & purificación , Instituciones Académicas , Adulto , COVID-19/prevención & control , COVID-19/transmisión , Vacunas contra la COVID-19/administración & dosificación , California/epidemiología , Niño , Trazado de Contacto , Humanos , Máscaras/estadística & datos numéricos , Maestros/estadística & datos numéricos
10.
Pediatr Clin North Am ; 68(5): 1071-1079, 2021 10.
Artículo en Inglés | MEDLINE | ID: mdl-34538299

RESUMEN

COVID-19 has changed education for learners of all ages. Preliminary data project educational losses at many levels and verify the increased anxiety and depression associated with the changes, but there are not yet data on long-term outcomes. Guidance from oversight organizations regarding the safety and efficacy of new delivery modalities for education have been quickly forged. It is no surprise that the socioeconomic gaps and gaps for special learners have widened. The medical profession and other professions that teach by incrementally graduated internships are also severely affected and have had to make drastic changes.


Asunto(s)
COVID-19/epidemiología , COVID-19/psicología , Estudiantes/estadística & datos numéricos , Niño , Víctimas de Crimen/estadística & datos numéricos , Humanos , Aprendizaje , Maestros , Estudiantes/psicología
11.
BMJ ; 374: n2060, 2021 09 01.
Artículo en Inglés | MEDLINE | ID: mdl-34470747

RESUMEN

OBJECTIVE: To determine the risk of hospital admission with covid-19 and severe covid-19 among teachers and their household members, overall and compared with healthcare workers and adults of working age in the general population. DESIGN: Population based nested case-control study. SETTING: Scotland, March 2020 to July 2021, during defined periods of school closures and full openings in response to covid-19. PARTICIPANTS: All cases of covid-19 in adults aged 21 to 65 (n=132 420) and a random sample of controls matched on age, sex, and general practice (n=1 306 566). Adults were identified as actively teaching in a Scottish school by the General Teaching Council for Scotland, and their household members were identified through the unique property reference number. The comparator groups were adults identified as healthcare workers in Scotland, their household members, and the remaining general population of working age. MAIN OUTCOME MEASURES: The primary outcome was hospital admission with covid-19, defined as having a positive test result for SARS-CoV-2 during hospital admission, being admitted to hospital within 28 days of a positive test result, or receiving a diagnosis of covid-19 on discharge from hospital. Severe covid-19 was defined as being admitted to intensive care or dying within 28 days of a positive test result or assigned covid-19 as a cause of death. RESULTS: Most teachers were young (mean age 42), were women (80%), and had no comorbidities (84%). The risk (cumulative incidence) of hospital admission with covid-19 was <1% for all adults of working age in the general population. Over the study period, in conditional logistic regression models adjusted for age, sex, general practice, race/ethnicity, deprivation, number of comorbidities, and number of adults in the household, teachers showed a lower risk of hospital admission with covid-19 (rate ratio 0.77, 95% confidence interval 0.64 to 0.92) and of severe covid-19 (0.56, 0.33 to 0.97) than the general population. In the first period when schools in Scotland reopened, in autumn 2020, the rate ratio for hospital admission in teachers was 1.20 (0.89 to 1.61) and for severe covid-19 was 0.45 (0.13 to 1.55). The corresponding findings for household members of teachers were 0.91 (0.67 to 1.23) and 0.73 (0.37 to 1.44), and for patient facing healthcare workers were 2.08 (1.73 to 2.50) and 2.26 (1.43 to 3.59). Similar risks were seen for teachers in the second period, when schools reopened in summer 2021. These values were higher than those seen in spring/summer 2020, when schools were mostly closed. CONCLUSION: Compared with adults of working age who are otherwise similar, teachers and their household members were not found to be at increased risk of hospital admission with covid-19 and were found to be at lower risk of severe covid-19. These findings should reassure those who are engaged in face-to-face teaching.


Asunto(s)
COVID-19/epidemiología , Personal de Salud/estadística & datos numéricos , Maestros/estadística & datos numéricos , Adulto , Anciano , Estudios de Casos y Controles , Control de Enfermedades Transmisibles/métodos , Conjuntos de Datos como Asunto , Femenino , Hospitalización/estadística & datos numéricos , Humanos , Masculino , Persona de Mediana Edad , Pandemias , Medición de Riesgo , SARS-CoV-2 , Escocia/epidemiología , Adulto Joven
12.
An. psicol ; 37(2): 253-264, mayo-sept. 2021. tab, graf
Artículo en Inglés | IBECS | ID: ibc-202549

RESUMEN

Ambivalent sexism is a multidimensional construct composed of two elements: hostile sexism and benevolent sexism. The main aim of this study is to analyse the acceptance of ambivalent sexist attitudes in a sample of future teachers from Spain and Latin America. The research is based on a quantitative methodological strategy. The sample is composed of 2798 trainee teachers, and their mean age is 22.62 years (SD = 6.23), they were residing in seven countries: Spain, El Salvador, Nicaragua, Colombia, Chile, Argentina and Mexico. The data collection technique was the structured questionnaire. The results show that ambivalent sexist attitudes exist to a varying degree in future teachers of every country. The assumption of sexism varies significantly between men and women and among countries. There seems to be a relationship between levels of sexism with indices of gender inequality and human development. Education institutions are not exempt from obstacles and gender bias that impede the attainment of equality between women and men. Sexist attitudes of teachers can be transmitted through the education system and the socialization process, so including gender issues in initial and in service teacher training plans is essential


El sexismo ambivalente es un constructo multidimensional compuesto por dos componentes: el sexismo hostil y el sexismo benévolo. El objetivo de este estudio ha sido analizar la aceptación de las actitudes sexistas ambivalentes en una muestra de futuros y futuras docentes de España y Latinoamérica. En la investigación participaron 2798 docentes en formación con una edad media de 22.62 años (DE = 6.23) que residían en siete países: España, El Salvador, Nicaragua, Colombia, Chile, Argentina y México. Los resultados muestran que las actitudes sexistas están presentes, con diferentes grados de aceptación, en el profesorado en formación de todos los países. La aceptación del sexismo varía significativamente entre hombres y mujeres y entre los países de la muestra. Parece existir una relación entre los niveles de sexismo y los índices de desigualdad de género y desarrollo humano. Las actitudes sexistas del profesorado pueden transmitirse a través del sistema educativo y de los procesos de socialización, por lo que es fundamental incluir la perspectiva de género en los planes de formación inicial y continua del profesorado


Asunto(s)
Humanos , Masculino , Femenino , Adolescente , Adulto Joven , Adulto , Maestros/estadística & datos numéricos , Formación del Profesorado , Sexismo/estadística & datos numéricos , Estudios Transversales , Encuestas y Cuestionarios , Factores Sexuales , Sexismo/psicología , Maestros/psicología , Valores de Referencia , Hostilidad , Empatía , España , América Latina
13.
An. psicol ; 37(2): 276-286, mayo-sept. 2021. tab, graf
Artículo en Inglés | IBECS | ID: ibc-202551

RESUMEN

The research objective was to establish relationships of association, interdependence and structural prediction between the variables of test anxiety, self-regulation and stress coping strategies. The theoretical framework of reference was the Competence for Studying, Learning and Performing under Stress (CSLPS) model. Participating were 142 students who were preparing for professional examinations to attain a post as public school teacher (primary education), enrolled at academies in Almería (Spain) for this purpose. Previously validated questionnaires were administered for data collection. The study design was linear ex post-facto, with bivariate, inferential analyses of association (ANOVAs and MANOVAs) and of structural prediction. Results showed a negative relationship between test anxiety self-regulation, especially in students with high emotionality, and a negative impact on decision making. Positive relationships were found between test anxiety and strategies for coping with stress. Finally, a positive predictive relationship was verified between self-regulation and coping strategies, while associative and inferential analyses highlighted the role of goals as determining factors in strategies used for coping with stress, especially strategies that focuson problem solving. Results are discussed and implications for improving these processes in professional examination candidates are established


El objetivo de la investigación fue establecer relaciones de asociación, interdependencia y predicción estructural entre las variables ansiedad evaluativa, authorregulación y estrategias de afrontamiento del estrés. El marco teórico de referencia fue el modelo de la competencia de Studying, Learning, and Performing under Stress (SLPS). Participaron 142 estudiantes, que se estaban preparando en academias de Almería (España) para obtener plaza como maestros en centros públicos. Para la recogida de datos se administraron cuestionarios escritos previamente validados. El diseño fue ex post-facto lineal, con análisis de asociación bivariada, inferenciales (ANOVAs y MANOVAs) y de predicción estructural. Los resultados mostraron una relación negativa entre la ansiedad evaluativa y la autorregulación, especialmente en los estudiantes con alta emocionalidad, con un impacto negativo para la toma de decisiones. También se encontraron relaciones positivas entre la ansiedad evaluativa y las estrategias de afrontamiento del estrés. Por último, se constató la relación de predicción positiva entre la autorregulación y las estrategias de afrontamiento, a la vez que los análisis asociativos e inferenciales destacaron el papel de las metas como determinantes de las estrategias usadas para afrontar el estrés, especialmente, las referidas a la focalización en la resolución de problemas. Se discuten los resultados y se establecen implicaciones para las mejoras de estos procesos en los estudiantes opositores


Asunto(s)
Humanos , Masculino , Femenino , Adulto Joven , Adulto , Persona de Mediana Edad , Ansiedad de Desempeño/psicología , Autocontrol/psicología , Adaptación Psicológica , Maestros/psicología , Estrés Psicológico/psicología , Escala de Ansiedad ante Pruebas , Encuestas y Cuestionarios , Valores de Referencia , Aprendizaje
15.
Sch Psychol ; 36(5): 325-334, 2021 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-34423994

RESUMEN

The COVID-19 pandemic transformed the context and delivery of early childhood education, yet little is known about its impact on exclusionary discipline (e.g., suspension, expulsion), which nationally representative evidence has shown disproportionately impacts Black boys. Using one experiment, we test how preschool providers respond to three hypothetical vignettes about a Black boy's behaviors. Participants (N = 60) were randomly assigned to read vignettes set in either distance learning or in-person classroom contexts. Then, participants completed measures about discipline and COVID-19. Results indicated there was an interaction between context and the sequence of vignettes on providers' troubled feelings and endorsements of discipline. Providers showed heightened troubled feelings and endorsements of discipline severity in the distance learning context, as compared to an in-person context, as vignettes progressed. Additionally, the more providers feared COVID-19, the more they felt troubled over the course of the vignettes across conditions. Practitioners can use this research to inform consultative interventions that mitigate discipline by directly addressing providers' pandemic fears and classroom contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).


Asunto(s)
COVID-19 , Conducta Infantil/psicología , Educación a Distancia , Racismo/psicología , Maestros/psicología , Interacción Social , Estudiantes/psicología , Adulto , Niño , Preescolar , Femenino , Humanos , Masculino , Instituciones Académicas
16.
Artículo en Inglés | MEDLINE | ID: mdl-34360019

RESUMEN

Trauma intervention in United States' (U.S.) public schools is varied. The occurrence of public-school shootings across the U.S. elicits questions related to how public schools currently address and provide resources related to trauma for employees and students. A randomized, national survey of public-school teachers, guidance counselors, and administrators was conducted to gather information on public-school preparedness for response to trauma. Findings indicated that only 16.9% of respondents indicated their schools have trauma or crisis plans that address issues related to school shootings. Furthermore, public schools use a variety of strategies to address trauma, but teachers, guidance counselors, and administrators were often unsure about the effectiveness of these trauma interventions in the event of school shootings. Implications for findings suggest methods to enhance next steps in the area of trauma response to school shootings.


Asunto(s)
Instituciones Académicas , Estudiantes , Humanos , Maestros , Estados Unidos
17.
J Indian Soc Pedod Prev Dent ; 39(2): 154-158, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34341234

RESUMEN

Background: Health perceptions play an important part influencing health care utilization. Oral health messages and practices advocated by teachers can ensure better compliance by the students. Aims and Objectives: The present study aimed to assess qualitative insight regarding the perception and outlook of the school teachers understanding probable barriers regarding oral health care seeking behavior. Materials and Methods: Phenomenology type of qualitative research design was used amongst 44 school teachers of a Senior Secondary Government School of Delhi selected through convenient sampling. One to one in-depth interview was taken in 03 sections: demographic details, knowledge of oral health and its significance in life along with commonly followed and recommended oral hygiene practices and their views regarding barriers to oral health. Summative content analysis was conducted. Frequency distribution of the observed keywords was analyzed using SPSS version 21. Results: The mean age of teachers was 33.7 + 7.02 years (27-41 years). Every participant in the study felt that "oral health is integral part of overall health". On inquiring the prime reason; it was quoted 'Awareness/affects general health' (15.2%) followed by 'Bad oral health affects academic performance' (9.6%). Regarding perceived barriers for dental service delivery l; the major roadblock perceived was "lack of awareness" (47.7%) followed by "financial barrier" (29.5%).Conclusion: The responses gave an insight regarding the basic need for further subject specific oral health education programs as a key for changing the current scenario. Future seminars and workshops remain the mainstream to appraise the knowledge for school staff.


Asunto(s)
Educación en Salud Dental , Maestros , Adulto , Atención a la Salud , Humanos , Percepción , Investigación Cualitativa
18.
Nutrients ; 13(8)2021 Aug 07.
Artículo en Inglés | MEDLINE | ID: mdl-34444883

RESUMEN

The school closures, precipitated by the COVID-19 pandemic, required teachers to convert their entire classroom curricula to online formats, taught from home. This shift to a more sedentary teaching environment, coupled with the stresses related to the pandemic, may correlate with weight gain. In total, 52% of study participants reported weight gain, with a higher prevalence observed among kindergarten and elementary school teachers when compared to high school teachers (p < 0.05). Deviations in physical activity, emotional eating, and dietary patterns were assessed among 129 teachers (using the Leisure Time Exercise Questionnaire, the Dutch Eating Behavioral Questionnaire, and a short-form Food Frequency Questionnaire, respectively) to uncover possible associations with the observed weight gain. Increases in sedentariness (p < 0.005), emotional eating (p < 0.001), the consumption of potatoes, fries, breads, cheese, cake (p < 0.05), chips, candy, ice-cream, and soft drinks (p < 0.005) were all positively correlated with weight gain. Decreases in exercise frequency (p < 0.001), and the consumption of fruits (p < 0.05) and beans (p < 0.005), were also positively correlated with weight gain. Weight gain, observed among teachers during school closures, was associated with changes in diet, emotional eating and physical activity.


Asunto(s)
COVID-19/epidemiología , Maestros/estadística & datos numéricos , Instituciones Académicas/estadística & datos numéricos , Aumento de Peso , Adulto , Peso Corporal , Estudios Transversales , Emociones , Conducta Alimentaria/psicología , Femenino , Humanos , Estilo de Vida , Masculino , Persona de Mediana Edad , New York/epidemiología , Pandemias , Cuarentena/psicología , Factores de Riesgo , SARS-CoV-2/aislamiento & purificación , Conducta Sedentaria , Encuestas y Cuestionarios , Adulto Joven
19.
Pan Afr Med J ; 39: 62, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-34422185

RESUMEN

Introduction: cervical cancer is a major cause of morbidity and mortality in women and vaccination of adolescents with human papilloma virus (HPV) vaccines is a major preventive strategy for this cancer. Despite the usefulness of cervical cancer vaccines, significant gaps still exist in the level of awareness and acceptability of the vaccine among women. This study aimed to determine the level of awareness, acceptability, and identify the factors associated with the uptake of this vaccine by female secondary school teachers in Enugu, Nigeria. Methods: a cross-sectional study of 377 female teachers in Enugu metropolis was undertaken between July and October 2017. A structured interviewer-administered pretested questionnaire was used for data collection and SPSS used for analysis. Results: less than half (41.9%) of the respondents had good knowledge of the cervical cancer vaccine. The majority of the respondents (93.6%) accepted the vaccine and will recommend it for their children and students. Only 14.6% and 9.0% of the respondents have taught their students about cervical cancer or HPV vaccines and had a programme in their school that addresses cervical cancer or cervical cancer vaccination respectively. Only 3.4% of the respondents have been vaccinated while 5.6% of their children or relatives have received the HPV vaccine. Previous vaccination of participants (p = 0.000), existing programmes addressing cervical cancer in schools of respondents (p = 0.000), participants having taught students about cervical cancer (p = 0.025) and high economic status (p = 0.013) significantly increased the likelihood of participants vaccinating their adolescent daughters/relatives. Extremes of age (p = 0.001) and being the head of their families (p = 0.002) significantly reduced the likelihood of the daughters/relatives to be vaccinated. Only previous history of vaccination of the respondents predicted the vaccination of their children and relatives (AOR = 6.069; 95% CI; < 0.0001-0.041). Conclusion: the overall knowledge of the HPV vaccine was low but the acceptability was high among respondents who were aware of the vaccines. Vaccine uptake among children/family members of the respondents was low. The introduction of cervical cancer vaccination education of the teachers in the secondary schools will help improve cervical cancer vaccination and the uptake among adolescent´s populations in the country.


Asunto(s)
Infecciones por Papillomavirus/prevención & control , Vacunas contra Papillomavirus/administración & dosificación , Maestros/estadística & datos numéricos , Neoplasias del Cuello Uterino/prevención & control , Adolescente , Adulto , Estudios Transversales , Femenino , Conocimientos, Actitudes y Práctica en Salud , Humanos , Persona de Mediana Edad , Nigeria , Infecciones por Papillomavirus/complicaciones , Aceptación de la Atención de Salud/estadística & datos numéricos , Maestros/psicología , Encuestas y Cuestionarios , Neoplasias del Cuello Uterino/virología , Vacunación , Adulto Joven
20.
Rev Esc Enferm USP ; 55: e20210025, 2021.
Artículo en Inglés, Portugués | MEDLINE | ID: mdl-34464434

RESUMEN

OBJECTIVE: To assess the early childhood education teachers' knowledge about first aid before and after the participation in an educational action. METHOD: Quantitative research with a quasi-experimental pre- and post-test design, carried out with 45 teachers from four early childhood education schools. For data collection, an instrument with questions regarding the characterization of the participants and knowledge about first aid was used. Data were analyzed through statistical techniques, using the Shapiro Wilk and Wilcoxon tests. RESULTS: There was an increase in the number of correct answers to the questions and improvement regarding grades, with an increase in the score from pre- to post-test by 5.17 points and with a significant comparison of sums. CONCLUSION: Carrying out educational actions on first aid increases the knowledge of early childhood education teachers on the subject and the nurses' role as health educators is highlighted.


Asunto(s)
Primeros Auxilios , Conocimientos, Actitudes y Práctica en Salud , Preescolar , Humanos , Maestros , Instituciones Académicas , Encuestas y Cuestionarios
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