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1.
PeerJ ; 12: e16906, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38361766

RESUMO

Background: School teachers may have an increased risk of cardiovascular disease (CVD), potentially affecting their work productivity. However, limited data exists on the impact of CVD on teachers' productivity in Malaysia. Our objectives were to assess work productivity loss (absenteeism and presenteeism) as well as to determine the associated annual monetary loss among school teachers who experienced incident CVD in Peninsular Malaysia. Methods: We adopted a nested case-control design within a cohort of school teachers. Working teachers from six states of Peninsular Malaysia, and had experienced incident CVD before a right-censored date (31st December 2021) were defined as cases. Incident CVD was operationally defined as the development of non-fatal acute coronary syndrome (ACS), stroke, congestive cardiac failure, deep vein thrombosis or peripheral arterial disease before the censored date. Controls were working teachers who did not acquire an incident CVD before the similar right-censored date. All controls were randomly selected, with a ratio of one case to four controls, from among the working teachers in one of the states in Peninsular Malaysia. We used a shortened version of the Malay-validated World Health Organization-Health and Work Performance Questionnaire (WHO-HPQ) to estimate the workplace productivity effect among teachers with incident CVD (cases). The same questionnaire was distributed to teachers in a single state of Peninsular Malaysia who did not experience incident CVD (controls). Absenteeism, presenteeism and annual monetary loss were computed based on the scoring rules in the WHO-HPQ. Analysis of covariance was performed with covariate adjustment using propensity scores. The bootstrapping method was applied to obtain better estimates of marginal mean differences, along with standard errors (SE) and appropriate effect sizes. Results: We recruited 48 cases (baseline mean age = 42.4 years old, 54.2% females) and 192 randomly selected controls (baseline mean age = 36.2 years old, 99.0% females). The majority of the cases had ACS (73.9%). No significant difference was observed in absenteeism between cases and controls. The mean self-rated job performance score was lower for cases (7.63, SE = 0.21) compared to controls (8.60, SE = 0.10). Marginal mean scores of absolute presenteeism among cases (76.30) were lower (p < 0.05, eta squared = 0.075) than controls (85.97). The marginal mean annual cost of presenteeism was higher in cases (MYR 21,237.52) compared to controls (MYR 12,089.74) (p < 0.05, eta squared = 0.082). Conclusion: Absolute presenteeism was lower among school teachers who experienced incident CVD and the annual cost of presenteeism was substantial. Implementing supportive work strategies in school settings is recommended to increase absolute presenteeism, which can lead to a reduction in the annual cost of presenteeism among teachers experiencing incident CVD.


Assuntos
Doenças Cardiovasculares , Desempenho Profissional , Feminino , Humanos , Adulto , Masculino , Malásia/epidemiologia , Professores Escolares , Doenças Cardiovasculares/epidemiologia , Estudos de Casos e Controles
2.
Artigo em Inglês | MEDLINE | ID: mdl-38248551

RESUMO

Chronic high stress levels related to work impact the quality of life (QoL). Although physical activity improves QoL, it is not clear whether this life study habit could attenuate possible relationships between QoL and stress in public school teachers. The sample for this study was made up of 231 teachers from public schools. QoL was assessed using the Short-Form Health Survey and physical activity via Baecke's questionnaire. A Likert scale assessed stress level perception. Poisson Regression analyzed the association between stress level and QoL domains adjusted for sex, age, and socioeconomic conditions (model 1). In model 2, physical activity level was inserted in addition to model 1. Seven out of eight domains of QoL, except the domain of pain, were associated with high levels of stress (all p < 0.05-model 1). However, in model 2, the associations of the high levels of stress with general health status (p = 0.052) and functional capacity (p = 0.081) domains of QoL were mitigated. Our results indicated that physical activity mitigated the relationship between higher levels of stress and lower perception of general health status and functional capacity domains in secondary public school teachers.


Assuntos
Pessoal de Educação , Professores Escolares , Humanos , Qualidade de Vida , Exercício Físico , Estresse Psicológico/epidemiologia
4.
J Sch Psychol ; 102: 101260, 2024 02.
Artigo em Inglês | MEDLINE | ID: mdl-38143093

RESUMO

This study explored supportive relational processes for immigrant children's well-being between peers, teachers, and parents in the development of school-based creative interventions in European multi-ethnic societies. Within the present study, we integrated the perspectives of teachers and parents to broaden the dominant focus on the assessment of individual symptomatology within the existing body of studies of school-based interventions studies. As a part of a larger multi-method study on the implementation of a creative expression program for immigrant children ages 8-12 years in three schools in Belgium, we conducted focus group discussions to learn parents' and teachers' perspectives on the role of school-based creative interventions in children's coping with histories of migration and life in exile. Parents and teachers identified the need for the intervention to foster emotional expression impacting children's self-esteem and social connectedness with peers and to foster emotional connections between parents, teachers, and children. Parents also stressed the importance of the intervention within society as a forum to engage with social conditions, promote cultural belonging, and social integration. Results identified the importance of school-based interventions in terms of individual benefits as well as connectedness and coherence in entire communities, thereby strengthening the development of transcultural research evidence for school-based interventions in multi-ethnic societies.


Assuntos
Pessoal de Educação , Pais , Criança , Humanos , Pais/psicologia , Instituições Acadêmicas , Professores Escolares/psicologia , Bélgica
5.
Qual Health Res ; 34(1-2): 61-71, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-37840523

RESUMO

Despite extensive research looking at the phenomenon of burnout, little is known about how individuals working in traditionally high-burnout occupations understand the term. Interviews were conducted with six teachers working in state schools in England centring on how the term burnout was understood and how it was used or encountered. Reflexive thematic analysis was employed from a critical realist perspective to analyse the data generated. All participants described burnout as a stress-related condition, yet for some participants the point at which stress became burnout was unclear leading to an understanding that burnout was the point at which one was unable to work. Many participants highlighted an individualistic understanding of burnout, perceiving it as representing an individual deficit rather than an organisational failing. This was often reinforced by where the term was encountered (at work or in the media) and was linked to the stigma many participants associated with burnout. This paper concludes that individualistic framings of burnout obscure its organisational determinants while reinforcing notions that mental well-being is something which should be personally - and privately - managed by individuals.


Assuntos
Esgotamento Profissional , Humanos , Instituições Acadêmicas , Saúde Mental , Professores Escolares , Inglaterra
6.
PLoS One ; 18(12): e0294915, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-38055715

RESUMO

This study aims to find out the opinions and experience of teachers and teacher candidates on promoting creativity and creative thinking in the early childhood stage within the scope of the current preschool educational program. The method of the study is the basic qualitative research design. The study group consists of 25 preschool teachers employed in the province of Alanya in the city of Antalya, and 25 preschool teacher candidates who were students in their 3rd and 4th year at Akdeniz University, Faculty of Education, Department of Preschool Education. Open-ended questionnaire form was used for getting the opinions of teachers and teacher candidates. The data was analyzed within the principles of content analysis. According to the results of the study, statements on the prominence of creative thinking mainly emphasized the child being able to express her/his emotions and thoughts effectively, developing the child's problem-solving skills, forming cause- effect relationships, and being able to create a different point of view towards events and situations. As for developing creative thinking, the opinions that come to the forefront are going on trips with the children, conducting art activities, focusing on drama activities, conducting science and maths activities based on research, and motivating children to create authentic products with different materials. On the whole, teachers and teacher candidates expressed that the present preschool educational program has positive contributions to promoting creative thinking in children.


Assuntos
Criatividade , Professores Escolares , Humanos , Pré-Escolar , Criança , Feminino , Estudantes/psicologia , Instituições Acadêmicas , Docentes
7.
Sci Rep ; 13(1): 21472, 2023 Dec 06.
Artigo em Inglês | MEDLINE | ID: mdl-38052945

RESUMO

In this paper, with motivation from the No Free Lunch theorem, a new human-based metaheuristic algorithm named Preschool Education Optimization Algorithm (PEOA) is introduced for solving optimization problems. Human activities in the preschool education process are the fundamental inspiration in the design of PEOA. Hence, PEOA is mathematically modeled in three phases: (i) the gradual growth of the preschool teacher's educational influence, (ii) individual knowledge development guided by the teacher, and (iii) individual increase of knowledge and self-awareness. The PEOA's performance in optimization is evaluated using fifty-two standard benchmark functions encompassing unimodal, high-dimensional multimodal, and fixed-dimensional multimodal types, as well as the CEC 2017 test suite. The optimization results show that PEOA has a high ability in exploration-exploitation and can balance them during the search process. To provide a comprehensive analysis, the performance of PEOA is compared against ten well-known metaheuristic algorithms. The simulation results show that the proposed PEOA approach performs better than competing algorithms by providing effective solutions for the benchmark functions and overall ranking as the first-best optimizer. Presenting a statistical analysis of the Wilcoxon signed-rank test shows that PEOA has significant statistical superiority in competition with compared algorithms. Furthermore, the implementation of PEOA in solving twenty-two optimization problems from the CEC 2011 test suite and four engineering design problems illustrates its efficacy in real-world optimization applications.


Assuntos
Algoritmos , Professores Escolares , Pré-Escolar , Humanos , Benchmarking , Simulação por Computador , Engenharia
8.
Asclepio ; 75(2): e24, Juli-Dic. 2023.
Artigo em Espanhol | IBECS | ID: ibc-228671

RESUMO

El artículo se explaya sobre el proceso de reclutamiento de profesoras de enseñanza primaria, popularmente llamadas normalistas, en la evolución de la formación en Brasil de las profesiones de salud (educadoras, visitadoras sanitarias y enfermeras). Las características socioculturales de las normalistas las convirtieron en el tipo ideal de mujeres para servir a las nuevas profesiones de salud. Además de la similitud de género (profesiones femeninas), las profesiones docentes primarias y de la salud compartían saberes y prácticas de matriz biomédica e higienista y un mismo campo profesional (escuelas, centros de salud y hogares), lo que determinó afinidades entre las políticas públicas de educación y de salud.(AU)


The article discusses the mobilization of primary teachers, popularly called normalists in the process of constitution, in Brazil, of the sanitary professions (educators or health visiters and nurses). The sociocultural characteristics of normalists made them the ideal type of women recruited to the new health professions. The sociocultural characteristics of normalists made them the ideal type of women recruited to the new health professions. In addition to the similarity of gender (female professions), the primary teaching and health professions shared knowledge and practices of biomedical and hygienist matrix and the same field of professional activity (schools, health posts and households), which translated the affinities between public policies for education and heal.(AU)


Assuntos
Humanos , Feminino , Saúde Pública/educação , Pessoal de Saúde/educação , Docentes/educação , Mulheres/educação , Características Culturais , Professores Escolares , Brasil , Escolas de Enfermagem , Estudantes de Enfermagem , Educação em Enfermagem
9.
PLoS One ; 18(12): e0293325, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-38157377

RESUMO

The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.


Assuntos
Aprendizagem , Estudantes , Humanos , Malásia , Instituições Acadêmicas , Currículo , Professores Escolares
10.
Sci Rep ; 13(1): 23047, 2023 12 27.
Artigo em Inglês | MEDLINE | ID: mdl-38155213

RESUMO

School teachers are in a unique position to recognize suicide-related problems in their students and to appropriately support them; teachers may need high levels of suicide literacy. However, few studies have examined current levels of suicide literacy in teachers. This study aimed to investigate suicide literacy in school teachers. Teachers (n = 857) from 48 Japanese schools (primary and junior-/senior-high) answered a self-administered questionnaire assessing (a) knowledge about suicide, (b) intention to ask about students' suicidal thoughts/plans, and (c) attitudes towards talking to students with mental health problems. The average proportion of correct answers to the knowledge questions (10 items) was 55.2%. Over half of the teachers knew that suicide is a leading cause of death in adolescents (55.0%), and that asking about suicidality is needed (56.2%). Half of the teachers intended to ask students about their suicidal thoughts (50.2%) and fewer intended to ask about experiences of planning suicide (38.8%). Most of the teachers (90.4%) agreed with the idea that talking to students with mental health problems was a teacher's responsibility. Intention to ask about students' suicidal thoughts/plans were higher in teachers in their 20s (vs. 40s-60s) and working at junior-/senior-high schools (vs. primary schools). Suicide literacy in Japanese school teachers was observed to be limited. However, teachers felt responsibility for helping students with mental health problems. The development and implementation of education programs may help improve teachers' suicide literacy, which, in turn, could encourage effective helping behaviors of teachers for students struggling with suicidality.


Assuntos
Alfabetização , Suicídio , Adolescente , Humanos , Professores Escolares/psicologia , Japão , Inquéritos e Questionários
11.
Sch Psychol ; 38(6): 370-384, 2023 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-38127528

RESUMO

School psychologists have the psychological and consultative expertise necessary to support teachers who are vulnerable to stress. Transactional theory offers a lens to guide such support, as it posits that each teacher's unique appraisals of their work demands and resources determine the degree to which they are at risk for stress. This study used a multiphase sequential mixed method design with a transactional theory lens to examine the association of leadership quality and stability with teachers' ratings of workplace conditions. The four phases consisted of (a) input from an expert panel, (b) scale development and validation, (c) interviews with key informants, and (d) multilevel modeling informed by all previous phases. Through key informant interviews, district-level administrators provided ratings of the quality and stability of school leadership. The researchers examined the associations between these ratings and teacher appraisals of classroom demands, classroom resources, job satisfaction, and perceived levels of instructional support collected via a district-wide climate survey. Multilevel models with key informant ratings and school characteristics at Level 2 (Nschools = 47) and teacher characteristics and perceptions at Level 1 (Nteachers = 1,850) demonstrated that the quality and stability of school leadership were associated with teachers' appraisals of their occupational demands and resources, job satisfaction, and ratings of instructional support. Findings show that the quality and stability of school leadership play an important role in the incidence of stress vulnerability, suggesting important pathways for school psychologists seeking to promote the occupational health of teachers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).


Assuntos
Pessoal de Educação , Liderança , Humanos , Instituições Acadêmicas , Inquéritos e Questionários , Professores Escolares/psicologia
12.
Front Public Health ; 11: 1236713, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-38125845

RESUMO

Background: Job satisfaction for preschool teachers in rural areas has an important impact on their professional development, physical and mental health, and the development of preschool education. However, few studies have explored the factors that influence rural preschool teachers' job satisfaction. Purpose: This study aims to examine the influence of rural preschool teachers' work-family conflict on their job satisfaction, and the mediating effect of occupational identity, the moderating effect of social support. Method: Participants included 3,065 rural preschool teachers from Zhejiang Province in mainland China. Teachers completed questionnaires on work-family conflict, occupational identity, job satisfaction, and social support. The correlation and moderated mediation analyses were conducted using SPSS PROCESS. Results: (1) work-family conflict is associated with poorer job satisfaction in preschool teachers; (2) occupational identity mediates the relationship between work-family conflict and job satisfaction; and (3) a high level of social support alleviates the negative influence of work-family conflict on job satisfaction and promotes the positive effect of occupational identity on job satisfaction. Conclusion: The study revealed the negative impact of work-family conflict on preschool teachers' job satisfaction, and the protecting effect of social support, which has important implications for improving teachers' future job satisfaction.


Assuntos
Conflito Familiar , Satisfação no Emprego , Humanos , Pré-Escolar , Professores Escolares , Inquéritos e Questionários , China
13.
PLoS One ; 18(12): e0294593, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-38100447

RESUMO

The innovative teaching behaviors of college teacher are of positive significance for promoting the construction of educational informatization in China and realizing the high-quality development of higher education. Based on the theory of social cognition and theory of behavioral change, the paper explores the influential mechanism and its boundary conditions of college teachers' information literacy on their innovative teaching behaviors during the new era of educational informatization. Through the investigation of 280 college teachers, it is found that: (1) information literacy and its dimensions of information knowledge and information capability have a significant positive effect on innovative teaching behavior; (2) Creative self-efficacy plays a mediating role between information literacy (information knowledge and information capability) and innovative teaching behavior; (3) College innovation climate significantly moderates the positive relationship between information literacy (information awareness and information knowledge) and creative self-efficacy; (4) College innovation climate significantly moderates the mediating effect of creative self-efficacy between information literacy (information awareness and information knowledge) and innovative teaching behavior. Therefore, colleges and universities should focus on enhancing teachers' information literacy level and their creative self-efficacy, creating an excellent atmosphere for innovation, and encouraging college teachers to actively carry out their innovative teaching practice in the new stage of educational informatization.


Assuntos
Pessoal de Educação , Humanos , Escolaridade , Competência em Informação , Professores Escolares , China
14.
Rev Enferm UFPI ; 12(1): e4078, 2023-12-12. tab
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1523664

RESUMO

Objetivo: Testar uma intervenção educativa para professores de creche sobre primeiros socorros, quanto aos desfechos de conhecimento e habilidade. Métodos: Estudo quase-experimental do tipo antes e depois, realizado em dez creches municipais públicas no Piauí, no período de setembro a outubro de 2019. A amostra foi composta de 36 professores e a coleta de dados foi realizada em três etapas: pré-teste acerca do conhecimento e habilidades em primeiros socorros; aplicação de atividade educativa teórico-prática; e pós-teste. Os dados foram analisados a partir do teste de Wilcoxon. Resultados:97,2% são do sexo feminino, a média de idade é de 41,47 (± 9,48) anos, 86,1% são apenas graduados e 13,9% têm pós-graduação. Ademais, 97,2% não realizaram curso de primeiros socorros e 58,3% já haviam presenciado alguma necessidade desse tipo de atendimento. Os participantes apresentaram aumento do conhecimento após a intervenção nos seguintes itens: acionamento de socorro (p=0,000); detecção e conduta na parada cardiorrespiratória (p=0,000; p=0,002); e conduta em hemorragias (p=0,001). A habilidade técnica dos profissionais apresentou aumento em todos os passos do atendimento em vítimas de parada cardiorrespiratória com p<0,05 na totalidade de itens avaliados. Conclusão: Após a intervenção, observou-se aumento do conhecimento e habilidade dos professores sobre situações de primeiros socorros. Descritores: Primeiros Socorros; Educação em Saúde; Professores Escolares; Capacitação de Professores.


Objective: To test an educational intervention for kindergarten teachers on first aid, regarding the outcomes of knowledge and skill. Methods:Quasi-experimental study of the before and after type, carried out in ten public municipal kindergarten centers in Piauí, during September to October 2019. The sample consisted of 36 teachers and data collection was carried out in three stages: pre-test on knowledge and skills in first aid; application of theoretical-practical educational activity; and post-test. Data were analyzed using the Wilcoxon test. Results:97.2% were female, the average age was 41.47 (± 9.48) years, 86.1% were only graduates and 13.9% had graduate degrees. 97.2% did not take a first aid course and 58.3% had already witnessed some need for this type of care. Participants showed an increase in knowledge after the intervention in the following items: emergency response (p=0.000); detection and management of cardiorespiratory arrest (p=0.000; p=0.002); and management of bleeding (p=0.001). The technical ability of professionals showed an increase in all stages of care in victims of cardiorespiratory arrest with p<0.05 in all items evaluated. Conclusion:After the intervention, there was an increase in teachers' knowledge and skill about first aid situations. Descriptors: First aid; Health education; School teachers; Teacher training.


Assuntos
Educação em Saúde , Primeiros Socorros , Capacitação de Professores , Professores Escolares
15.
Front Public Health ; 11: 1287893, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37927853

RESUMO

Objectives: School teaching is regarded as one of the most stressful professions worldwide. To maintain schoolteachers' mental health, the factors influencing occupational stress among schoolteachers must be clarified. This study aimed to investigate public school teachers' work-related stress considering the differences in school types using data from a large-scale nationwide survey conducted during the prolonged coronavirus disease 2019 (COVID-19) pandemic in Japan. Methods: Data from a nationwide survey of public school teachers performed between June 2019 and December 2022 were analyzed. The dataset consisted of repeated cross-sectional data. The total number of participants was 270,777 in 2019, 296,599 in 2020, 299,237 in 2021, and 307,866 in 2022. Information on working hours, job demands, workplace support, stress response, and perceived main stressors were assessed for each type of public school. Results: Regardless of school type, quantitative workload and long working hours were the most significant factors affecting teachers' stress responses. However, stress-related factors among teachers varied significantly between school types. The percentage of junior high school teachers who perceived "extra-curricular club activities" as their main stressor was the highest among all school types. The highest proportion of elementary school teachers perceived "dealing with difficult students" as their main stressor. Meanwhile, interpersonal conflict scores were the highest among special needs school teachers. Teachers' workload and stress levels significantly increased in the third year of the COVID-19 pandemic (2022) compared to the pre-pandemic year (2019) in all school types despite the marginally small score differences. Conclusions: This study highlighted the importance of reducing teachers' workload for their mental health regardless of school types. Meanwhile, perceived work-related stress among teachers differed significantly between school types. Given the possible prolonged impacts of the pandemic on teachers' occupational stress, teachers' stress levels must be monitored throughout and after the pandemic. The results suggest that increasing the number of schoolteachers and support staff and providing adequate organizational support are necessary to prevent teachers' sick leave due to mental disorders. In addition, taking comprehensive countermeasures against teachers' occupational stress, considering the differences in school types, is crucial for safeguarding schoolteachers' mental health.


Assuntos
COVID-19 , Estresse Ocupacional , Humanos , Pandemias , Professores Escolares/psicologia , Japão/epidemiologia , Estudos Transversais , COVID-19/epidemiologia , Estresse Ocupacional/epidemiologia
16.
PLoS One ; 18(11): e0291033, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37939096

RESUMO

While inclusive education has achieved international importance, there is no valid instrument to measure teachers' competences in creating quality classrooms for diverse learners, which this study aims to remedy. Exploratory and confirmatory factor analyses with 975 pre-service teachers and 600 in-service teachers were used. Central to teachers' inclusive teaching competency is both beliefs and efficacy. Results show that teachers hold professional beliefs on student diversity, organized in four factors mapping unto axes of diversity (specifically ethnicity, disability, SES, and gender & sexuality). Teachers also hold beliefs on the responsibility of the educational field to create inclusion, organized in three factors: general school policy, initiatives geared specifically towards ethnic minority students, and initiatives for students with a disability. Furthermore, the results show five factors related to self-efficacy: noticing student diversity, enabling high-quality student-interactions, creating stimulating learning environments, collaborating with colleagues and diverse parents. The factorial structure and scale-scores are discussed for what they unveil of teachers' thinking about diversity in the classroom.


Assuntos
Etnicidade , Grupos Minoritários , Humanos , Escolaridade , Estudantes , Aprendizagem , Professores Escolares
17.
BMJ Open ; 13(11): e080039, 2023 Nov 30.
Artigo em Inglês | MEDLINE | ID: mdl-38035746

RESUMO

OBJECTIVE: This study aimed to assess the knowledge and attitude of school teachers from a rural district in a developing country towards children with attention deficit hyperactivity disorder (ADHD). DESIGN: A population-based descriptive cross-sectional study was conducted using probability proportionate to size cluster sampling. SETTING: This study was conducted in 21 government schools in Anuradhapura district, Sri Lanka. PARTICIPANTS: The study sample consisted of 458 teachers with a mean age of 41 completed years ranging from 24 to 59 years. MAIN OUTCOME MEASUREMENTS: We assessed knowledge, attitudes and sources of information on ADHD using the self-administered, validated Knowledge of Attention Deficit Disorder Scale (KADD), Teacher Attitudes Towards Inclusion Scale (TAIS) and the Perceived and Actual Sources of Information questionnaires. RESULTS: The median KADD score was 11 (IQR 8-14) and 45.5% (n=208) of participants lacked sufficient knowledge. Percentages of the correct answers, misconceptions and 'don't know' responses were 28.2%, 24.5% and 45.5%, respectively. The majority of teachers believed that the children with ADHD generally experience more problems in novel situations than in familiar situations (63.5%), a diagnosis of ADHD by itself makes a child eligible for placement in special education (61.1%), and children with ADHD do not often have difficulties organising tasks and activities (61.1%). Some participants (12%) stated that punishment would improve the outcome of the children with ADHD. The attitudes were positive with TAIS 1 and 2 median scores of 46 (IQR 36-58) and 49 (IQR 40-59). The majority of participants relied on informal knowledge gained through their personal experience in the classroom on ADHD (n=337, 76%). The majority of teachers (n=300, 67.7%) preferred to be educated through seminars. CONCLUSIONS: School teachers possess a positive attitude. However, they have poor knowledge and significant misconceptions regarding ADHD which may affect the identification and management.


Assuntos
Transtorno do Deficit de Atenção com Hiperatividade , Criança , Humanos , Adulto , Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico , Estudos Transversais , Conhecimentos, Atitudes e Prática em Saúde , Professores Escolares , Sri Lanka
19.
BMC Psychol ; 11(1): 402, 2023 Nov 20.
Artigo em Inglês | MEDLINE | ID: mdl-37986096

RESUMO

INTRODUCTION: The objective of this research was to investigate the effect of person-job fit on occupational commitment among Chinese kindergarten teachers, and to identify strategies for improving the occupational commitment of this professional group. METHODS: A survey was conducted among kindergarten teachers utilizing the Occupational Commitment Scale, Person-job Fit Scale, Occupational Well-being Scale, and Perceived Organizational Support Scale, resulting in the acquisition of 1539 valid data. RESULTS: A significant positive correlation was observed between person-job fit and occupational commitment, with occupational well-being serving as a partial mediator in this association. Additionally, the direct effect of person-job fit on occupational commitment was moderated by perceived organizational support. Specifically, a significant positive correlation between person-job fit and occupational commitment was evident when the scores of perceived organizational support were below 0.21, whereas a significant negative correlation was observed when the scores of perceived organizational support were above 1.67. CONCLUSIONS: In order to enhance the degree of occupational commitment among kindergarten teachers, it is imperative to pay attention to their person-job fit, perceived organizational support, and occupational well-being.


Assuntos
Povo Asiático , Satisfação no Emprego , Professores Escolares , Humanos , Inquéritos e Questionários
20.
BMC Public Health ; 23(1): 2304, 2023 11 21.
Artigo em Inglês | MEDLINE | ID: mdl-37990176

RESUMO

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.


Assuntos
Doenças Cardiovasculares , Humanos , Doenças Cardiovasculares/epidemiologia , Doenças Cardiovasculares/prevenção & controle , Professores Escolares , Cádmio , Estudos Prospectivos , Fatores de Risco
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