An Alarming Poor Knowledge with Moderate Confidence Towards Asthma Management among School Teachers: The Dunning–Kruger Effect

Abstract

ABSTRACT Childhood asthma is a highly prevalent chronic illness with a large burden. Schools play an essential role in helping children with asthma manage their illness. This study assessed primary school teachers’ knowledge and confidence in managing children with asthma in Jordan. A descriptive correlational design was used. A total of 131 teachers from 10 primary schools participated in the study and completed the asthma knowledge questionnaire and the confidence scale. Findings demonstrated low teacher knowledge scores (10.47/32) yet moderate levels of confidence in asthma management (59.3/100). No correlation and no significant difference in knowledge and confidence were found between teachers based on their demographics. Findings from this study are consistent with prior research regarding poor knowledge and limited confidence in asthma management among school teachers. The overrated confidence might be explained by the Dunning–Kruger effect. Findings are discussed about supportive efforts to improve teachers’ knowledge and skills of asthma management in schools.