Attitudes Of Primary School Teachers Research Articles

Attitudes of primary school teachers to in-service training

Stručna usavršavanja sastavni su dio profesionalnog razvoja svakog odgojno- obrazovnog djelatnika. Razlikuju se vrste i načini stručnih usavršavanja. Kako bi ona bila korisna učiteljima važan je uvid u učiteljska razmišljanja, stavove i doživljaje o dosadašnjim usavršavanjima koja su pohađali. Iz navedenog razloga provedeno je kvalitativno istraživanje polustrukturiranim intervjuom na prigodnom uzorku od 12 učitelja. Iz dobivenih podataka vidljivo je kako učitelji imaju različite motivatore za stručnim usavršavanjima. Najzastupljeniji oblik stručnih usavršavanja navode se formalna stručna usavršavanja. Ispitanici kao negativne aspekte takvog načina usavršavanja navode neaktualnu tematiku te slabu metodičku pripremu predavača. Iz odgovora ispitanika vidljiv je prostor za napredak sustavnosti provedbe i organizacije stručnih usavršavanja.

Investigation of the Attitudes of Primary School Teachers Towards Refugee Students

This study aims to examine the attitudes of primary school teachers who have refugee students in their classes towards these students. The convergent parallel pattern, one of the mixed research designs, was used in the study. The study data were obtained from 311 primary school teachers, with 197 female and 114 males, working in Şahinbey and Şehitkamil districts of Gaziantep. In the study, "Demographic Information Form," "Refugee Student Attitude Scale", and "Semi-structured Interview Form" were prepared by the researchers were used as the data collection tools. While the SPSS 23.0 program was used to analyze the quantitative data obtained with the data collection tools, descriptive analysis was employed in the analysis of the qualitative data. According to the statistical analysis results, it was found that the overall scale and proficiency sub-dimension of the scale differed significantly in favor of male teachers in terms of gender variable, proficiency sub-dimension in favor of 51-60 age group in terms of age variable, According to the number of refugee students in teachers' classrooms, in favor of teachers with one refugee student in the overall scale and in the sub-dimensions of adaptation and proficiency Proficiency dimension in favor of teachers who served 21+ years in terms of years of service. In the content analysis of the interviews, it was revealed that the teachers had a language problem with their communication with the refugee students, and they tried to overcome this problem through Turkish-Arabic-speaking students or translators, which was a language problem in the adaptation of the refugee students and those parents had a negative view of co-education, That teachers planned activities and group games to overcome the adaptation problem. In addition, considering that the language problem and reading comprehension are the biggest problems in refugee education, the teachers underlined that there should be no discrimination and that language education should be provided to the refugee students and their parents as the key recommendations. The findings were discussed in the light of the literature, and the recommendations were made for the practitioners and researchers.

Managing type 1 diabetes in school children: knowledge and attitudes of primary school teachers in Greece

Managing type 1 diabetes in school children: knowledge and attitudes of primary school teachers in Greece

ATTITUDES OF PRIMARY EDUCATION TEACHERS FOR THE FIRST STAGE TOWARDS THE REFORMS OF THE SECONGENERATION CURRICULA

The current study aims to know the nature of the attitudes of primary education teachers for the first stage towards the reforms of the second generation curricula, from which the following partial questions branched: -Are there statistically significant differences in the attitudes of teachers of the first stage of primary education towards the reforms of the second generation curricula that are attributed to the gender variable (male, female)? Are there statistically significant differences in the attitudes of teachers of the first stage of primary education towards the reforms of the second generation curricula due to the variable of seniority (less than 5 years, greater than 5 years) Are there statistically significant differences for teachers of primary education in the first phase towards the reforms of the second generation due to the variable of the geographical area (rural, urban) In order to answer the general question and the partial questions, the two researchers conducted a field study on the teachers of primary education for the first stage in the first educational department of the state of Ouargla, and the sample was chosen in a simple random way by taking 70% of the original community, and the researchers used the descriptive exploratory approach, and to achieve the study relied on two tools, namely The interview and questionnaire were in data collection, and the data was processed by the spss system, and the following results were reached: The nature of the attitudes of primary education teachers for the first stage towards the reforms of the second generation curricula is positive. There are no statistically significant differences in the attitudes of primary education teachers in the first phase towards the reforms of the second generation curricula by gender -There are no statistically significant differences in the attitudes of primary education teachers in the first phase towards the reforms of the second generation curricula according to seniority There are no statistically significant differences in the attitudes of primary school teachers in the first phase towards the reforms of The current study aims to know the nature of the attitudes of primary education teachers for the first stage towards the reforms of the second generation curricula, from which the following partial questions branched: -Are there statistically significant differences in the attitudes of teachers of the first stage of primary education towards the reforms of the second generation curricula that are attributed to the gender variable (male, female)? Are there statistically significant differences in the attitudes of teachers of the first stage of primary education towards the reforms of the second generation curricula due to the variable of seniority (less than 5 years, greater than 5 years) Are there statistically significant differences for teachers of primary education in the first phase towards the reforms of the second generation due to the variable of the geographical area (rural, urban) In order to answer the general question and the partial questions, the two researchers conducted a field study on the teachers of primary education for the first stage in the first educational department of the state of Ouargla, and the sample was chosen in a simple random way by taking 70% of the original community, and the researchers used the descriptive exploratory approach, and to achieve the study relied on two tools, namely The interview and questionnaire were in data collection, and the data was processed by the spss system, and the following results were reached: The nature of the attitudes of primary education teachers for the first stage towards the reforms of the second generation curricula is positive. There are no statistically significant differences in the attitudes of primary education teachers in the first phase towards the reforms of the second generation curricula by gender -There are no statistically significant differences in the attitudes of primary education teachers in the first phase towards the reforms of the second generation curricula according to seniority There are no statistically significant differences in the attitudes of primary school teachers in the first phase towards the reforms of the second generation curricula according to the geographical region. Keywords: The Secongeneration Curricula' Attitudes

A study on determinants of COVID-19 knowledge and preventive practices among Polish schools teachers

Abstract Background Sufficient knowledge and preventive practices are crucial to control the spread of SARS-CoV-2. To date, some data regarding these issues have been reported among different professions, whereas such information is inaccessible in teachers. Methods An institution-based cross-sectional study was conducted between May-June 2021 in 3 randomly selected Polish provinces, in 26 schools. An anonymous, self-administered questionnaire which included 10 questions related to COVID-19 knowledge and 13 questions about preventive practices was used. Each correct answer to the question about COVID-19 knowledge was given 1 point and question about preventive practices was given 1 to 3 point (max. 11 and 39 points respectively). Bi- and multivariable logistic regression models were fitted to identify the predictors of COVID-19 knowledge; simple/multiple linear regression analyses were done for factors associated with practices. Results 464 teachers were included (response rate was 55%), 92% females, mean age 45.6±10.2 years. The average COVID-19 knowledge score was 6.6±3.76 points; in 77% of teachers the knowledge level was >50%. The mean of preventive practices score was 15.8±1.78 points; 204 (55.1%, 95% CI 50.0% to 60.2%) respondents scored above the mean score of preventive practices. Wearing a mask (β: 0.09 95%CI 0.00-0.03), washing hands (β: 0.09 95%CI 0.00-0.02), avoiding crowds (β: 0.12 95%CI 0.01-0.07), and avoiding visiting relatives (β: 0.10 95%CI 0.00-0.07) were significantly associated (p < 0.05) with knowledge about COVID-19. Knowledge was the strongest predictor of avoiding crowds (β coefficient = 0.12). Conclusions Significant number of school teachers had inadequate COVID-19 knowledge and were poorly engaged in COVID-19 preventive practices. As knowledge level strongly influences adequate preventive behavior, additional educational intervention is urgently needed for teachers to help them better manage the pandemic at the school setting. Key messages • This study assessed COVID-19 knowledge and preventive practices, as well as related determinants among primary school teachers. • This study assessed the attitudes of primary school teachers towards the Covid-19 pandemic.

Sınıf Öğretmenlerinin STEM Yaklaşımına Yönelik Farkındalık Düzeyleri ve Tutumları

The aim of this study is to determine the primary school teacher' awareness levels and attitudes towards STEM education and to determine the relationship between them. It was tried to determine whether the gender and professional seniority years of primary school teacher affect their awareness and attitudes towards STEM education. The research is in a survey model and the participants were determined by simple random sampling method. The research population consists of 401 primary school teachers working in the Sinop in the 2019-2020 academic year. The scale was sent to all of the primary school teachers, 203 of them returned. The appropriately filled 190 scales were evaluated. STEM Awareness Scale (STEM) developed by Buyruk and Korkmaz (2016) and STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale developed by Derin et al. (2017) were used in the study. The data were analyzed in SPSS 22 program. In the analysis of data; arithmetic mean, standard deviation, ANOVA test, t-test, correlation analysis statistical techniques were used. It was determined that the STEM education awareness level of primary school teachers was at the level of "I agree" and their attitude towards STEM education was at the level of "I am undecided". There was no significant relationship between the level of awareness and attitudes of primary school teachers towards STEM education and the gender variable. However, there is a significant relationship between the professional seniority of primary school teachers and their STEM awareness and attitude levels. It has been determined that there is a positive relationship between primary school teacher' awareness levels and attitudes towards STEM education. It was observed that as the level of awareness of primary school teacher towards STEM education increased, the level of significance among the attitude sub-dimensions increased, but their attitudes towards the feasibility sub-dimension.

Attitudes of Primary School Teachers Toward Inclusive Education.

BackgroundThe aims of our study are related to examining the relevance of teachers' attitudes toward the implementation of inclusive education. In addition, its subject is related to the implications on inclusive education policies, limitations of the existing study along with the recommendations for our future research endeavors.MethodsThe research is a cross-sectional study type. The sample included 64 primary school teachers in the lower grades of primary school (grades 1–4), selected by using simple random sampling, in three primary schools on the territory of Belgrade, Serbia in 2021 (26, 17, and 21 primary school teachers). The Questionnaire for Teachers, which was used as a research instrument, was taken from the Master's Thesis Studen Rajke, which was part of the project “Education for the Knowledge Society” at the Institute for Educational Research in Belgrade. Dependent variables measured in the study referred to the attitudes of primary school teachers toward inclusive education. Categorical variables are represented as frequencies and the Chi-square test was used to determine if a distribution of observed frequencies differed from the expected frequencies.ResultsOne in three teachers (32.8%) thought that inclusion was useful for children with disabilities (29.7%), of them thought that schools did not have the conditions for inclusive education, whereas one in four teachers (25.0%) believed that inclusion was not good. No statistically significant differences were found in the attitudes of professors, when observed in terms of their gender, age and length of service.ConclusionInvesting more resources and time in developing and implementing special education policies can promote successful inclusive education.

Attitudes of Primary School Teachers and Its Associated Factors Toward Students With Attention Deficit Hyperactivity Disorder in Debre Markos and Dejen Towns, Northwest Ethiopia.

BackgroundAlthough most instructors appear to understand visible disability, they appear to have a negative attitude toward children with attention deficit hyperactivity disorder (ADHD), considering them to be lazy or purposefully disruptive. In Ethiopia, there is a scarcity of data on teachers’ attitudes toward children with ADHD.MethodsAn institution-based cross-sectional study was conducted. A pre-tested questionnaire that contains a case vignette was administered through face-to-face interview with 417 teachers. The data was entered into Epi-data version 4.2 and exported into SPSS version 25.0 for analysis. Multiple linear regression analyses were used to assess the correlates of attitude in the participants and a B coefficient with 95% confidence interval (CI) were used. The statistical significance was accepted at p-value < 0.05.ResultsThe mean score of the teachers’ attitude toward ADHD was 41.6 ± 5.4 (95% CI; 41.12, 42.16) and 46% of the participants had unfavorable attitudes. Low level of educational status, knowledge, teaching experience, familiarity in teaching students with ADHD, and having training were significantly associated with attitude of the teachers.ConclusionThe study revealed that nearly half of the participants had an unfavorable attitude toward students with ADHD. Based on the findings, it was recommended that it is better to strengthen training of teachers to recognize students with ADHD.

A study of attitude of primary school teachers towards tribal children in Kalahandi district of Odisha

The present study is considered of two dimensions. The first dimension deals with the manifestation of teachers’ attitude or influence of teachers’ attitude on their behavior with children in and outside the classroom and involvement of teacher in different school activities. The focus is to study the impact of teacher’s attitude as related in their behavior with children in teaching learning situation. A significant positive relationship between teacher’s attitude and teacher behavior with children is found in the study. It is revealed that the positive attitude of teachers influences their behavior with tribal children positively. The study also found out that there is significant and positive relationship in between teachers’ attitude and their involvement in school activities. Thus, it can be inferred that attitude influences the day to day activities of teacher in school. Positive attitude is also manifested in teachers’ accountability, responsibility and alertness for rendering better and effective service. The Second dimension deals with relationship between teachers’ attitude and students’ achievement and perception of those teachers by students. The study found out significant and positive relationship between teachers’ attitude and students’ achievement and also with students’ perception on teachers. It is also found out that there is significant and positive relationship between teachers’ attitude and students’ perception of teachers. Thus it can be inferred that teachers having positive attitudes were better perceived by the students and students taught by those teachers perform better in academic achievement.

Attitudes of primary school teachers towards e-learning in teaching Arabic and the obstacles they face

The study aimed to identify the trends of primary stage laborers towards e-learning in teaching the Arabic language, and the obstacles they face from their point of view. The study relied on the descriptive and analytical approach, and the study population consisted of (170) male and female teachers working in public schools in Jerash governorate. The study sample (75) male and female teachers, who were chosen randomly. The results of the study showed that the attitudes of primary school teachers towards e-learning came at a positive level, with an arithmetic average (3.61), and the obstacles facing primary school teachers in e-learning came with a high degree, with an arithmetic average (3.84). The study recommended giving attention to providing electronic learning tools to include all schools, connecting all schools to the Internet and providing computers in proportion to the number of students in schools, and the study also recommended the necessity of dissolving all obstacles in e-learning, in terms of providing Internet labs in schools in proportion to the number of students and courses Scholastic.

ATTITUDE AND PERCEPTION OF TEACHERS ON THE USE OF MOTHER TONGUE IN ESL CLASSROOM IN CAMEROON

Education in the local languages can be one of the means for improving the living conditions of the disadvantaged rural population. The obstacle to Education remains the use of foreign languages for teaching and learning in the early years of primary education. The advent of independence was considered the gateway to complete eradication of the colonial past. On contrary, colonial teaching practices, involving the use of foreign languages, continue to dominate the classrooms. This article revisits the issue of language of instruction in the early years of primary schools in Bafut after many years of mother tongue education implementation. It examines the effect of using English, a foreign language in teaching indigenous Bafut children, in the suburbs who do not have the opportunity to acquire English to the level necessary for effective engagement with the curriculum. The study investigates the opinions and attitude of primary school teachers toward teaching using an indigenous language (Bafut). The researcher used triangulation, involving a variety of data sources including classroom observation, interview, focus group discussion and documentation. Data was collected from twenty four primary school teachers from six purposively selected primary schools in Bafut. The findings revealed attitudinal barriers to using the mother tongue as language of instruction in early years of education. After many years of sensitization, and many admirable polices developed throughout Africa, the efficiency of their implementation is questionable. English and French continue to receive exclusive attention in the classroom as the language of instruction and examinations, whereas the role of Mother Tongue has remained undefined. This had yielded ample evidence to question current practices and suggest the need to adopt new approaches in language use in education.

Primary School Teachers' Attitudes toward Distance Education and Motivation to Teach

This study examines the relationship between primary school teachers' attitudes toward distance education and motivation to teach. This correlational study used the survey for collecting data from 429 primary school teachers in various regions of Turkey. The scales were transmitted to teachers via online forms. The Motivation to Teach Scale and the Attitude Scale toward Distance Learning were used for the data collection. According to the findings, primary school teachers' motivation to teach was determined to be moderately high. Also a significant difference was found in motivation to teach levels of primary school teachers in terms of variables of age, professional experience, and education status. The attitudes of primary school teachers toward distance education were determined as moderate. Besides, there was a significant difference in the attitudes toward distance education of primary school teachers depending on the variables of professional experience. There was no significant correlation between the attitudes of primary school teachers toward distance education and their motivation to teach.

Investigation of Attitudes of Primary School Teachers towards Primary Education Supervisors

Bu çalışmada, öğretmenlerin, ilköğretim müfettişlerinin, rehberlik, teftiş ve olumlu duygular geliştirmelerine ilişkin tutumları belirlenmeye çalışılmıştır. Bu bağlamda çalışmada verileri toplamak için Sümbül ve İnandı (2005) tarafından geliştirilen 20 maddelik ölçekten yararlanılmıştır. Araştırma yöntemi olarak nicel yöntem olarak betimsel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu, 2018–2019 eğitim-öğretim yılında Mersin ili Erdemli ilçesinde seçilen 3 ilkokul, 2 ortaokul ve 2 anaokulunda görevli olan toplam 129 öğretmen oluşturmaktadır. Ölçekle elde edilen veriler, yüzde, frekans, ortalama, standart sapma, t testi ve tek yönlü varyans analizi (anova) ile çözümlenmiştir. Anaokulu, ilkokul ve ortaokullarda görev yapan öğretmenlerin, ilköğretim müfettişlerinin, rehberlik, teftiş ve olumlu duygular geliştirmelerine ilişkin genel tutumları “kararsızım” şeklinde olmuştur.

Attitudes of Primary School Teachers Towards Inclusion of Children with Special Needs in Mainstream Educational Programs in Primary School

The article explores the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream educational programs in primary schools. The theoretical part discusses the requirements of the new school system imposed on teachers. The empirical part presents a study on the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream primary schools and on whether there are differences in attitudes between younger and older teachers. Descriptive and inferential methods of empirical pedagogical research were used in this paper. The data was collected through an online questionnaire filled out by primary school teachers across Slovenia. The study results showed that all teachers, regardless of age, feel that they are not sufficiently trained to work with children with special educational needs and disabilities (SEND). At the same time, they agree that they did not acquire enough skills during their undergraduate studies to work with these children. Furthermore, the teachers feel they do not have enough experience working with these children. At the same time, they agree that the children with SEND should be included in programs specifically tailored to their needs and not in mainstream primary school programs. Additionally, the results have shown that teachers think it is necessary to set different educational goals for children with SEND than for other students. The teachers feel that working with children with SEND means additional work. However, they think that the inclusion of children with SEND in mainstream educational programs is not assessed as problematic. They feel that other students are also specifically addressed in the class with children with SEND. However, older teachers than younger ones believe they did not acquire enough knowledge during their undergraduate studies.

Game perception in primary school teachers (Isparta example)

The aim of this research is to reveal the attitudes of primary school teachers about the participation of primary school students in the game, how the classroom teachers perceive the game, how they interpret the relationship between the game and the child, and how they evaluate the game in line with the curriculum. In the 2020-2021 academic year, 343 primary school teachers selected randomly among 1230 primary school teachers working in primary schools affiliated to the Isparta Provincial Directorate of National Education participated in the study. Google Forms platform was used for data collection. This method has been preferred to maintain social distance during the pandemic process. As a result, it has been understood that teachers have an important role in the students' ability to benefit from the game sufficiently, and it is thought that the differences seen in the sub-dimensions are due to the differences in the nature of the information, its origin and accuracy, understanding and evaluation, change, and the perceptions of the teachers in the processes of producing and acquiring information.

Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience

Children with disabilities in South-Eastern Nigeria face problems of isolation. This study investigated the roles of conscientious personality and work experience in predicting teachers’ attitude towards inclusive education. Participants included 196 primary school teachers who were selected randomly from 6 primary schools in Enugu, South-Eastern Nigeria. The age of the teachers ranged from 27-51 years (Mean age = 41.85 years; Standard Deviation = 4.63). Results showed that conscientious personality and work experience positively predicted primary school teachers’ attitude towards inclusive education. The results were discussed in terms of determining work-related attributes necessary for improving access to education among children with disabilities. The limitation of the study and recommendation for future research were highlighted.

Knowledge and Attitude of Primary School Teachers Regarding Early Identification and Management of Learning Disability

Introduction: In India, 1% to 19% of the total students have Learning Disability. Learning disability may vary from person to person and is incurable but can be controlled if diagnosed earlier. Teachers play a vital role in its identification.&#x0D; Aims: Assessing the Knowledge and Attitude of primary school teachers regarding early identification and management of Learning Disability.&#x0D; Study Design: The study design is Descriptive cross sectional design.&#x0D; Place and Duration of Study: selected school at Tapi District, Gujarat, between 2020 – 2021.&#x0D; Methodology: The research was carried out by using Quantitative research approach and on 150 primary school teachers. The non probability sampling technique was used. The tool includes socio demographic variables, Knowledge questionnaire and Attitude scale.&#x0D; Results: No teacher have excellent knowledge i.e 0.00% regarding Learning Disabilty. 59.33% have good knowledge and 40.66% teachers are poor in knowledge regarding Learning Disability. 96.66% teachers have positive attitude towards children having Learning Disability while 3.33% teachers have negative Knowledge. There is positive correlation between Knowledge and Attitude. There is significant association of knowledge with age and classes allotted at p&lt; 0.05. There is significant association of Attitude with classes allotted at p&lt; 0.05.&#x0D; Conclusion: Majority of the teachers have good Knowledge and most of them have positive attitude towards the children with Learning disability.

Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta

The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work experience have more positive attitudes toward the Curriculum of Music Education for Primary Schools and for Grammar Schools in the Republic of Croatia, while in other aspects of attitudes no difference was found. Furthermore, no differences were found in the attitudes of primary school teachers toward the subject Music with regard to their professional qualifications. Primary education teachers who have attended additional music classes, who engage in music activities in leisure time and who often attend theatre/classical music concerts, consider Music to be an important school subject that relaxes the students, and consider themselves more competent to teach music. The obtained results have significant implications in terms of music pedagogy, with regard to organizing the music education of preservice primary teachers and their lifelong learning.

Emergency Management of Avulsed Permanent Incisors: Knowledge and Attitude of Primary School Teachers and Parents in Casablanca

Objective: Tooth avulsion is a real emergency in pediatric traumatology. The prognosis depends highly on the attitude adopted (notably by parents and teachers) at the time of the accident. Immediate reimplantation being the best treatment. The aim of this survey was to assess the knowledge of parents and primary school teachers regarding the management of permanent incisor avulsion, in the Wilaya of Grand Casablanca. Materials and Methods: 80 public and private schools were randomly selected among of the 8 delegations of Grand Casablanca, then, a self-administered questionnaire of 10 items was submitted to both teachers and parents. The collected data was analyzed using Epi info 6.0 software. Results: Among 640 teachers and 640 parents who took part in the survey, most were females (87.8% of teachers and 75% of parents). 8.3% of parents and 8.1% of teachers have reported having a previous experience with dental avulsion. 9.7% of parents and 3.9% of teachers will immediately replant the avulsed tooth, 68.8% of teachers and 48% of parents will see a dentist carrying the avulsed tooth. 11.7% of the parents and 19% of the teachers chose milk as a storage medium, the other part opted for a dry storage. There was a significant link between the parents’ education level and the attitude adopted to manage permanent incisor avulsion (p<0.05). As to teachers, years of teaching did not influence decision making. Conclusion: The state of knowledge of participant in this survey presents numerous shortcomings that must be corrected in order to improve the prognosis of permanent incisor avulsion among children in our country.

HIV/AIDS knowledge and attitude towards people living with HIV/AIDS (PLWHA): a cross-sectional study of primary school teachers.

Teachers are in advantage position to propagate correct information with regard to HIV/AIDS thereby influencing attitude towards PLWHA. With correct information stigmatization leading to spread of the scourge might be prevented. The study was conducted to determine knowledge and attitude of primary school teachers towards PLWHA. The cross-sectional survey was used to study a sample of 400 primary school teachers in Ebonyi State, Nigeria. The instrument used for data collection was researchers' designed questionnaire. Out of 400 copies of questionnaire administered; 394 representing 98.5% return rate, were used for analysis of data. Results showed respondents had moderate (57.4%) knowledge concerning HIV/AIDS and positive attitude (3.09 ± 0.98) to PLWHA. Female teachers' dispositions to PLWHA were better than the males based on their attitude scores and the difference was not significant in general knowledge of HIV/AIDS and attitude to PLWHA. Our findings underscore the need for a universal health education programme, focusing on HIV/AIDS education, in education institutions that train teachers in Nigeria so as to possibly mitigate the discrepancy in knowledge regarding curability of AIDS and any undesirable attitude towards PLWHA that may arise among teachers.