Abstract
Teachers’ attitudes towards sexuality education are among the important predictors of their willingness to teach sexuality education programmes in schools. While there is a plethora of studies on teachers’ attitudes towards sexuality in developed countries, there is a paucity of such studies in sub-Saharan Africa in general and Tanzania in particular. This study examined teachers’ attitudes towards and comfort in teaching sexuality education in rural and urban Tanzania. The results show that an overwhelming majority of teachers in both rural and urban districts supported the teaching of sexuality education in schools, and the inclusion of a wide range of sexuality education topics in the curriculum. Nevertheless, though teachers expressed commitment to teaching sexuality education in schools, they expressed difficult and discomfort in teaching most of the key sexuality education topics. This implies that declaration of positive attitudes towards teaching sexuality education alone is not enough; there is a need for facilitating teachers with knowledge, skills and confidence to teach various sexuality education topics.
Highlights
The effectiveness of school-based sexuality education depends on, among other factors, the effectiveness of teachers who implement it (Cohen, Sears, Byers, & Weaver, 2004)
The results show that an overwhelming majority of teachers in both rural and urban districts supported the teaching of sexuality education in schools, and the inclusion of a wide range of sexuality education topics in the curriculum
Though teachers expressed commitment to teaching sexuality education in schools, they expressed difficult and discomfort in teaching most of the key sexuality education topics. This implies that declaration of positive attitudes towards teaching sexuality education alone is not enough; there is a need for facilitating teachers with knowledge, skills and confidence to teach various sexuality education topics
Summary
The effectiveness of school-based sexuality education depends on, among other factors, the effectiveness of teachers who implement it (Cohen, Sears, Byers, & Weaver, 2004). One of the central characteristics of an effective sexuality education programme is the level at which teachers are willing and show positive attitudes towards teaching it (Kirby et al, 2005). It is in this context that several authors have recommended that teachers’ attitudes and confidence about teaching sexuality education be assessed prior to engaging them in the delivery of sexuality education programmes (Paulussen et al, 1994; Oshi, Nakalema & Oshi, 2004; Mathews, Boon, Flisher, & Schaalma, 2006). It is important to take into account teachers’ views and attitudes in the sexuality education programme development and implementation
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