Level of Knowledge, Attitude and Self-Reported Practice of Yasuj Primary School Teachers Regarding Avulsed Permanent Teeth

<i>Background:</i> Seizure is one of the most common abnormal neurologic conditions that represent the uncontrolled, abnormal electrical activity of the brain that may cause changes in the level of consciousness, behaviour, memory, or feelings. Seizure is poorly understood by the public and has been associated with numerous misconceptions and beliefs. It can disrupt daily activities, hinder educational progress, and lead to social stigma and discrimination. Since teachers have a key role in society as educators assessing their knowledge, attitude, and practice towards seizing children and knowing their gaps have a significant input in correcting the misconceptions and wrong beliefs in the public and improving the care and future life of children with seizures. <i>Objective:</i> the aim of the study is to assess the knowledge, attitude and practice (KAP) of primary school teachers towards seizing children in Jimma town, south-western Ethiopia. <i>Methods:</i> A facility based cross-sectional study design was conducted among teachers in private and public primary schools found in Jimma town from March to December, 2023. In this study 24 governmental and 26 private primary schools were included which was selected by stratified random sampling technique. Data were collected using pre-tested and structured questionnaire. The data were entered into Epi-data 3.1 and double entry verification was made and then exported to SPSS version 25 for analysis. Logistic regression analysis was done to identify covariates associated with the outcome variable. <i>Result</i><i>s</i><i>:</i> This finding revealed that, 45.1%, 59.8% and 35.8% of study participants had good knowledge, had positive attitude and had good practice towards seizing children respectively. Factors associated with good knowledge among teachers towards seizing children was age, sex and educational status. Similarly age, genders, level of education, school type, knowledge and attitude were significantly associated with practiceand attitude of the respondents. <i>Conclusion and recommendation:</i> The majority respondents in Jimma town had poor level of knowledge, positive attitude, and poor practice towards seizing children. Generally, the current new findings will initiate further studies to limit the barrier, to disseminate appropriate information, or to improve teacher's knowledge, attitude, and practice towards seizing children because there is still a student with seizure that has been treated with a negative attitude and poor practice of teachers.

Background:Epilepsy is the most neurological condition prevalent in humanity and it is associated with stigma and discrimination. Knowledge and practice of primary care teachers toward students with epilepsy, especially at young age, is imperative for their development.Objectives:This study was designed to assess the level of knowledge, attitude, and practice of female primary school teachers toward students with epilepsy in Riyadh, Saudi Arabia.Subjects and Methods:In this cross-sectional study, 582 female primary school teachers had volunteered. They were assessed on their knowledge, attitude, and practice toward students with epilepsy using a self-administrated questionnaire. The questionnaire was cross-culturally validated before the distribution.Results:The results suggest above-average familiarity with epilepsy (79.2%). Younger teachers are less likely to associate epilepsy with retardation (P = 0.038). In general, the attitude was positive among the teachers, and 36.9% felt that the students should be treated normally and 63.1% with compassion toward them. Only 14.3% answered that epileptic students should be transferred to special need schools. Highly educated teachers were less likely to feel that epileptic students can cause problems (P = 0.038). The practice was poor with 31.8% expressed the ability to provide first aid to epileptic students. Only 27.5% accepted to give the students prescribed medications.Conclusion:The knowledge about epilepsy needs improvement among primary school teachers in Riyadh. Public level interventions through proper courses can provide a leverage. The higher level of knowledge can be pivotal in increasing the positive attitude and practice of teachers toward epileptic students.

Early identification of Specific Learning Disorder (SLD) is essential not only for effective remediation of their problems but would also prevent the problems from aggravating. The role of general education teachers in early identification becomes crucial, as they are the ones who first identify the academic and behavioral issues of school children. The main aims of the study are to assess the knowledge, attitudes, and current practices pertaining to SLD, among pre-primary, primary, and secondary school teachers in public schools from Trivandrum, India, to find whether there exists any relation between years of teaching experience and awareness on SLD and to assess the effect of a short-term training program on the knowledge, attitude, and practices of school teachers. In conclusion, short-term training programs of a multi-disciplinary nature are found to be effective in bringing about improvements with both pre-primary and primary teacher's knowledge factor, but such training is maximally beneficial for improving attitude and practice of teachers in the primary level.

Background: Traumatic dental injuries (TDIs) are widespread in the population and are a serious dental public health problem among children. Dental trauma may cause both functional and esthetic problems, with possible impacts on the patient's quality of life. Aim: The aim of the study is to assess the knowledge, attitude, and practice of elementary school teachers regarding dental trauma and its management. Materials and Methods: A questionnaire study consisting of 12 closed-ended questions were used to interview 150 elementary school teachers who participated in this study. The questions assessed the knowledge and attitude of teachers toward their student's dental trauma and its management. Statistical analysis was performed using Statistical Packages of Social Sciences (SPSS) version 17.0. Results: Among 150 teachers, 54% had dealt with trauma to their students, 91.3% school teachers said that they would save the avulsed tooth, 64% had heard about reimplantation of tooth, and 37% school teachers stated that they would not carry the tooth in any media reflecting their lack of knowledge regarding management of avulsed tooth. Conclusion: As many teachers have a low level of knowledge regarding dental trauma, there is a need for greater awareness to improve knowledge and attitude of teachers related to the emergency management of TDIs in children by organizing educative and motivational programs.

Background: Pediculosis is a disease which is caused by the ectoparasite Pediculus humanus capitis. There is an estimated 19% global prevalence of head lice infestation among schoolchildren. Health education programs have a beneficial impact on the prevention and control of the disease. Increasing knowledge, changing attitudes and behaviors, and improving personal hygiene practices reduce the morbidity and prevalence of pediculosis capitis. Aim of Study: The aim of the study was to assess the knowledge and practice of primary school teachers about pediculosis capitis and to find the association of studied variables with knowledge and practice scores. Patients and Methods: A cross-sectional study was conducted in 20 primary schools in Baghdad, Iraq, from November 1, 2022, to January 31, 2023. It included 351 primary school teachers who had worked for at least 1 year. A questionnaire was distributed to teachers at selected schools for assessment of knowledge and practice. Results: In this study, 20.5% of studied cases had poor knowledge, 58% had fair and 21.5% had good knowledge. Regarding practice level, 43% of studied cases had poor, 37% had fair and 20% had good practice about pediculosis capitis. Poor knowledge and poor practice are significantly higher among participants with an institute level of education and lower duration of work, among singles, those who did not have children who had arts or sports specialties, and those who did not have pediculosis capitis cases. A strong positive correlation was noticed between knowledge and practice scores. Conclusion: The knowledge scores were fair, while the practice scores were poor. Multiple sources are considered a major source of information. There is no association between the gender of the participant and the level of knowledge and practice parameters.

Objectives of the study: 1) To assess the knowledge and attitude of primary school teachers regarding common childhood behavioural problems. 2) To evaluate an effectiveness of structure teaching programme regarding selected childhood behavioural problems on knowledge and attitude of primary school teachers. 3) To associate the knowledge and attitude of primary school teachers with their selected demographic variables. Methodology: The research design applied for this study will be one group pretest post -test design. the study was conducted at the government elementary school with 30 primary school teachers by using non -probability purposive sampling will be adapted to select the samples of the study. Independent variable: structured teaching program regarding childhood behavioural problems. Dependent Variable: knowledge level of the teachers and attitude of teachers towards childhood behavioural problems of school children. Criteria for Sample Selection: Inclusion criteria: 1) primary school teachers working in selected schools with both male and female. 2) the headmistress/headmaster of the school. Exclusion criteria: 1) primary school teachers who are sick and absent during the period of collecting data. Results: The mean pre -test and post -test knowledge scores of respondents was 17.97 and 27.02 respectively.2. the mean pre -test and post -test attitude scores of respondents was 70.13 and 86.8respectively.3. comparison of the mean pre -test and post -test knowledge scores the "t" value 15.052 significant at 0.05 level which indicate that there is a significant difference between the knowledge level of the teachers before and after the implementation of the structured teaching program.4. comparison of the mean pre -test and post -test attitude score, the "t" value 11.336 significant at 0.05 level which indicate that there is a significant difference between the attitude level of the teachers before and after the implementation of the structured teaching program there is no association between the post -test knowledge and attitude scores of the teachers regarding childhood behavioural problems with the demographic variables

The COVID-19 pandemic has had a profound impact on the education systems and poses unprecedented challenges to the schools in terms of the health and well-being of the students, which is a crucial concern globally. The aim of this study was to develop the Coronavirus in School (CVIS) Instrument to measure the level of knowledge, attitude, and practices of primary school heads and teachers towards the COVID-19 pandemic. The instrument is comprised of three constructs: knowledge, which consists of 14 items; attitudes, with 9 items; and practice, with 8 items, respectively. The instrument was rated on a 4-point Likert scale, ranging from strongly disagree to strongly agree. The Rasch Measurement Model was utilized to verify the validity and reliability of the instrument items. The Four Building Blocks model was applied in the construction of the items, and three pilot tests were conducted through the modification and improvement of the items. The result of rating scale analysis of the tests met the assumption of the Rasch rating scale. The results revealed a significant difference between the three categories of rating scale and the four categories of rating scale, especially those involving the middle category of rating scale, the neutral category. The findings demonstrated the instrument with four categories of rating scale managed to meet all the important assumptions of the Rasch Measurement Model, especially for the rating scale analysis. This indicates that the four categories of rating scale performed better than the three categories of rating scale. Moreover, this finding also proves that a rating scale without a middle category (neutral) functions better than a rating scale with a middle category.

Background of the study: Learning difficulties are common in early childhood. They appear in the activity of solving learning tasks and assign an inappropriate and ineffective behavior with a low yield. At school, students with learning difficulties are often rejected by their peers or are victims of various forms of bullying. Objectives: To assess the knowledge and attitude of primary school teachers regarding Learning Disabilities of Children in terms of pre-test knowledge and attitude scores. Setting and design: This study was undertaken in BGS Public school, Kengeri, Bengaluru. The research design used in this study was the Pre-Experimental one group pre-test post-test design to evaluate the effectiveness of a learning package on knowledge and attitude of primary school teachers regarding learning disabilities (LD) of children. Sample size: Sample size consists of 50 primary school teachers from BGS Public school, Kengeri, Bengaluru. Results: Findings reveal that the post-test mean knowledge scores was found higher [mean=15.98, SD of 3.80] when compared with pre-test mean knowledge score value which was 12.14 with SD of 4.16. The statistical paired‘t’ implies that the difference in the pretest and post-test value was found statistically significant at 5% level (P<0.05) with a paired‘t’ value of 13.15. With respect to attitude scores of participants, the findings reveal that the post-test mean attitude scores was found higher [mean=64.38, SD of 12.03] when compared with pre-test mean attitude score value which was 54.94 with SD of 14.83. The statistical paired‘t’ implies that the difference in the pretest and post-test value was found statistically significant at 5% level (P<0.05) with a paired‘t’ value of 11.27. Conclusion: Post test results showed significant improvement in the level of knowledge and attitude regarding learning disabilities of children among primary school teachers. Thus, it can be concluded that learning package was effective to increase and update their knowledge and attitude on learning disabilities in children.

Objectives 1)To assess the knowledge of school teachers regarding learning disabilities among children. 2)To assess the attitude of school teachers towards learning disabilities. 3)To find the relationship between knowledge and attitude of school teachers regarding learning disabilities among children. 4)To find the relationship between the knowledge and attitude of school teachers with selected demographic variables. (i.e. Age, Sex, Marital Status, Teacher- Parent Educational Qualification, Years of teaching experience) Methodology A descriptive study design was adopted to assess the knowledge and attitude among 100 school teachers in selected schools in Lucknow. The sampling technique used was Nonprobability Convenient Sampling technique. A semi-structured web based questionnaire on the knowledge and attitude was used as a tool among primary school teachers towards learning disabilities. Questionnaire was mailed to primary school teachers who met the inclusion criteria and responses were received through email. The content validity of the tool was established in consultation with experts from the field of Psychiatriy and Paediatrics. Reliability of the tool was tested by using Karl Pearson?s correlation co-efficient and it was found to be reliable. Pilot study was conducted on 10 samples to find out the feasibility of the study. Data collected from the samples were analysed by descriptive and inferential statistics. ANALYSIS AND RESULTS The study revealed that out of 100 samples, 37% were in the age group 31-40 yrs and maximum 94% were female teachers. It is also evident that 70% the teachers were graduates and 15% had undergone teachers training program. . As per previous experience of teaching depicts that more than half (67%) primary school teachers had previous experience of teaching children with learning disabilities. There is significant association found between knowledge and previous experience of teaching children with Learning Disabilities.

BackgroundSchoolteachers have a massive capacity for shaping the oral health status of children. Teachers help in behavioral shaping and the total progress of schoolchildren. They are thought to apply a substantial impact on their students. Overall health-promoting school seeks workforce well-being as well as their working conditions and thus employ the tactics of health promotion in the workplace.AimTo assess the existing knowledge, attitude, and practices of government primary school teachers in Faridabad city regarding oral health.Materials and methodsThe study was conducted on 220 government primary school teachers in Faridabad city. The questionnaires were distributed individually to the teachers on the visit to their institution. The data was compiled and subjected to statistical analysis. The study was evaluated in various groups like age, gender, educational qualification, and teaching experience. Oral health education was given to the teachers and mentioned the importance of regular dental check-ups in children. Data were analyzed using Statistical Package for Social Sciences version 21.ResultsThe findings of this study indicated that oral health knowledge was good but oral health attitudes and practices were moderate among government primary school teachers in Faridabad city.ConclusionThe study determined that there is a need to improve the oral well-being information and habits of the primary school teachers so that they can deliver proper oral health instructions to the students.How to cite this articleCyriac A, Sood S, Sharma N, et al. Evaluation of Knowledge, Attitude, and Practices of Government Primary School Teachers in Faridabad City Regarding Oral Health. Int J Clin Pediatr Dent 2023;16(3):426–430.

The study aimed at investigating environmental knowledge, attitudes and practices of teachers in secondary and high schools in Swaziland. A questionnaire survey was undertaken to collect the necessary data. The findings revealed that the teachers exhibited a high level of environmental knowledge and positive attitudes towards the environment. The teachers were also found to be assisting their schools to mount basic environmentally related activities such as clean-up campaigns and tree planting. This was noted as a benefit to environmental education in the country. There were, however, noted differences in the levels of knowledge and attitudes according to the teachers’ gender, subject specialisation as well as level of academic achievements. The study concluded by raising a number of emerging issues from the results which include the mounting of initiatives aimed at enhancing the level of environmental awareness, knowledge and attitudes among all teachers. This was noted as a fundamental step towards facilitating environmental education in local schools.

INTRODUCTION:Attention deficit hyperactivity disorder (ADHD) is a common disorder in child psychiatry, which has a greater impact on the future life of the children affected in case of being untreated and undiagnosed. Given the undeniable role of teachers in improving this disorder and preventing its destructive consequences on children, the present research has examined the knowledge, attitude, and practice of elementary school teachers regarding ADHD.MATERIALS AND METHODS:This was a descriptive, cross-sectional study carried out in 2019. One hundred and twenty teachers were randomly selected as samples among public and private schools in three districts of Isfahan. Data were collected by a self-administrated questionnaire including demographic variables, knowledge, attitude, and practice of teachers regarding ADHD and were analyzed by descriptive and analytical statistics. The Spearman's and Kendall' correlation coefficient, t-test, and Kolmogorov–Smirnov test were employed, and P < 0.50 was considered statistically significant.RESULTS:The findings indicated that 65% of teachers had favorable knowledge toward ADHD, 50% of them had a favorable attitude, and 56% of their practice was desirable. The questionnaire showed that only their knowledge about ADHD symptoms was desirable, but their knowledge about cause of the disorder and its treatment was not sufficient. There was an inverse relationship between the knowledge, attitude, and practice of teachers with age, and between education and having a child, a significant direct relationship was discovered. Teachers of public schools compared to private school teachers had significantly better knowledge, attitude, and practice.CONCLUSION:Teachers' knowledge, attitude, and practice regarding ADHD was relatively high. However, it is necessary to educate teachers about etiology and methods of treatment of this disorder and behavior management of these students, especially private school teachers who need more education.

Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students’ health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707

Tooth avulsion is one of the most serious dental emergencies in children. Often these injuries occur in school and, therefore, the knowledge of school teachers regarding the appropriate measures to be taken immediately after tooth avulsion is crucial to good prognosis. The purpose of the present study was to evaluate school teachers' knowledge and attitudes regarding immediate management of avulsed teeth in children. A total of 177 teachers from seven schools of Garhshankar town, Hoshiarpur District, Punjab, India, formed the sample of the study. A self-administered questionnaire consisting of 16 questions was used to assess the knowledge and attitudes of school teachers about tooth avulsion and its management. The chi-square test and one-way analysis of variance (ANOVA) were used for analysis. Pair-wise comparison was done using Tukey's honestly significant difference (HSD) test. P ≤ 0.05 was considered to be statistically significant. Markedly low knowledge levels were noted among the school teachers. The mean knowledge score was 5 (of a maximum possible score of 10). Only 0.6% of the teachers answered correctly that they would use milk as a transport medium. The number of correct responses was not affected by previous experience with tooth avulsion, sex, educational level, teaching experience, or teacher training. Overall, 85.9% of teachers showed a positive attitude towards this campaign. Knowledge regarding emergency management of dental trauma is poor amongst school teachers. Therefore, we suggest that orientation to management of avulsed tooth be part of the teacher training education.

Schools are crowded places for the spread of infectious diseases among students, understanding the different spread ways of infections allows the preventive measures to be applied. The current study aimed to assess knowledge and attitudes of school teachers and nurses about upper respiratory tract infections among primary school students. Research design: A descriptive research design was used in this study. Sample: convenient sample of 234 persons who were distributed from six governmental primary schools at 3 districts in Minia governorate that were chosen by multistage random sample. Tools: A structured questionnaire that includes part one: demographic data related to studied group, part two: school teachers and nurse's knowledge related to upper respiratory tract infections and part three included their attitudes when they find a case of upper respiratory tract infections. Results: The mean age of the study sample were 39.4 ± 8.7 years, more than half (52.1%) of them their school place from urban area and 52.6 % of them had unsatisfactory level of knowledge. The majority of the study sample had positive attitudes toward actions must to do toward preventing the spread of upper respiratory tract infections. There were fair negative association between the age of teachers, years of experiences and total knowledge scores (r = -.299**, -.278** respectively). There were weak positive association between knowledge and attitudes of school teachers regarding prevention of URTI (r = .166 & .297 respectively). Recommendations: Increase the number of school nurses and provide a school nurse to every school, encourage future educational programs for school teachers, that focusing on: causes of upper respiratory tract infection, mode of transmission, sign and symptoms, understanding of the environment that affects the spread of the disease and ways of preventions.