An Analysis of Training Effects on School Personnel’s Knowledge, Attitudes, Comfort, and Confidence Levels Toward Educating Students About HIV/AIDS in Pennsylvania

Abstract

The purpose of this study was to determine the training effects on school personnel’s knowledge, attitudes, comfort, and confidence levels toward educating students about HIV/AIDS in Pennsylvania. The following four research questions were explored: (a) What is the knowledge, attitudes, confidence, and comfort levels of school personnel regarding the teaching of HIV/AIDS to school aged children?; (b) How do HIV/AIDS trainings affect the knowledge, attitude, confidence, and comfort levels of school personnel?; (c) What extent do the demographics of the school personnel influence their knowledge, attitude, confidence, and comfort levels in teaching HIV/AIDS?; (d) Can knowledge of HIV/AIDS predict confidence, attitudes, and comfort levels? The subjects (N = 341) included in this study were part of the “HIV Update: A Workshop for Educators” sponsored by the Pennsylvania Department of Education. These trainings were made available to school personnel across the state of Pennsylvania during a 3 year period. Data was gathered from pre- and post-tests and included measures that targeted subjects’ knowledge, attitudes, comfort levels, and confidence levels associated with HIV/AIDS. Survey questions were analyzed using descriptive statistics, paired t-test, one-way analysis of variance (ANOVA), Tukey post hoc analysis, and the bivariate regression analysis. The results of this study indicate that participation in 6-hour HIV update trainings had a statistically significant positive effect on increasing school personnel’s comfort, confidence, and knowledge levels. It was further determined the trainings improved participants’ attitudes toward individuals with HIV/AIDS. Increasing participants’ knowledge of HIV/AIDS was also shown to predict confidence, attitudes, and comfort levels of school personnel. This study indicates that HIV/AIDS update trainings should be a priority for school personnel in order to increase their knowledge, comfort, confidence, and attitudes in addressing the needs of students and their families in an appropriate educational setting.