Examining Risk Perception and Coping Strategies of Senior High School Teachers in Ghana: Does COVID-19-Related Knowledge Matter?

Abstract

Previous research has established the link between COVID-19 risk perception and the coping behaviors of teachers in different countries. However, these studies have revealed inconsistent result patterns. Moreover, little is known about the role of COVID-19 knowledge in the link between risk perception and the coping strategies of teachers. This study, therefore, examines the relationship between COVID-19 risk perception and the coping behaviors of teachers, as well as the moderating effect of COVID-19 knowledge in this link. Through the convenience sampling technique, a cross-sectional sample of 376 teachers was recruited to respond to a questionnaire. Correlation and multiple regression analyses were used in analyzing the data. It was revealed that COVID-19 risk perception was positively correlated with active coping strategy and negatively associated with emotional support. Further, results showed that with the a high level of COVID-19 risk perception, teachers with a high level of knowledge are less likely to adopt emotional support coping. In contrast, teachers with low knowledge levels will exhibit a higher probability of adopting emotional support coping. The study projects the need for enhancing the knowledge of teachers while conscientizing them on the risky nature of COVID-19 through health education and promotion.