Awareness Of School Teachers Research Articles

Awareness of school teachers about students common emergencies during school time in the eastern region, Saudi Arabia: A cross-sectional study.

Schools have to ensure student safety and well-being. However, medical emergencies involving injuries are common, requiring teachers to provide prompt first aid before professional care arrives. This study assessed knowledge and awareness of first aid among school teachers to identify areas needing improvement. This cross-sectional study surveyed 371 teachers from the eastern region primary schools using a standardized questionnaire assessing first aid knowledge across areas like bleeding control, fractures, seizures, choking, and burns. Demographic factors were analyzed for correlations with knowledge levels. Pearson's Chi-square tests analyzed bivariate relationships comparing correct knowledge identification percentages across teacher sociodemographic. The level of statistical significance was at a P value <0.05 across tests. Only 157 teachers felt able to appropriately handle medical emergencies. Major knowledge gaps existed regarding airway obstruction and chemical injuries, with 168 unable to identify correct responses for choking first aid and 105 unsure of chemical burn management steps. Appropriate fracture management was lacking, with just 70 correctly endorsing nose pinch for nosebleeds. Cardiopulmonary resuscitation knowledge was inadequate, with 57 of teachers unaware of the basics. Teachers demonstrating higher knowledge levels overwhelmingly had prior first aid training (153, 66.5%) compared to untrained counterparts (89, 63.1%). The study revealed poor first aid knowledge among elementary school teachers for effectively managing child emergencies. Strategies enhancing delivery must address barriers around training access, knowledge attrition, and variability in baseline skills through sustainable system-wide policies applied nationally. Fulfilling schools' ethical obligations toward maintaining student safety requires urgent reforms to bolster emergency preparedness.

Knowledge and Awareness of School Teachers Regarding Emergency Management of Tooth Avulsion in the Kingdom of Saudi Arabia: A Cross-Sectional Study

Aim: This study aimed to assess the general knowledge and awareness of school teachers regarding the first aid emergency dental management of tooth avulsion in the kingdom of Saudi Arabia. Materials and Methods: A self-administered, anonymous, close-ended structured questionnaire was given to school teachers in Saudi Arabia. It included information regarding gender, knowledge, and awareness [three parts: basic demographic characteristics focusing on the gender (part one), questions regarding knowledge of school teachers toward emergency management of tooth avulsion (part two), and questions regarding awareness of school teachers toward emergency management of tooth avulsion (part three)]. Results: A total of 615 school teachers (58% males and 42% females) completed the questionnaire. Approximately 54.3% of the school teachers preferred to immediately refer the child to the dentist if trauma affects permanent teeth (p &lt; 0.05), and only 2.1% opined regarding reposition of the tooth in a normal position. Another 22.9% responded that they would scrub the tooth to clean the dirt and rinse with water, while 19.7% reported that they would keep the tooth in a wet handkerchief until they reach the dentist. Conclusion: The knowledge and awareness of schoolteachers regarding the management of avulsed teeth are insufficient; thus, education programs on traumatic dental injuries are essential.

FOREIGN LANGUAGE TEACHERS’ LINGUISTIC AND CULTURAL AWARENESS: WAYS OF DEVELOPMENT

Today the development of professional standards aimed at teachers of foreign languages and requirements applied to the level of professional competence are both greatly discussed. It is obvious that new approaches are needed in order to form professional courses which focus on enriching language and cultural awareness of school teachers of foreign languages. Following the changes of educational system in general and taking into account the growth of information and communication technologies and their impact on educational teacher-training courses, the digital environment should be considered as the most appropriate for the teachers’ professional development. Defining the learning style of the teachers and analysing the results of some questionnaires, the methodological approaches to the course have been chosen and described as a combination of the leaner-centered approach (for language teachers), communicative approach, Kolb’s learning styles model and digital learning. Some difficulties the language teachers usually face are vocabulary, fluency, in which non-native English teachers are in a disadvantage, grammar and listening and reading skills due to the lack of practice. To meet the language teachers’ expectations some actions such as supplementation the language teachers with appropriate amount of practice of receptive and productive skills, usage of discourse analysis to advance the teachers’ linguistic skills and enlarging their socio-cultural information with the help of texts for reading and listening are to be done. Moreover, the course includes elements of test tasks in the format of tasks of the unified state exam in English, as well as several international exams of the appropriate level. In the process of studying according to the course program, foreign language teachers increase the level of linguistic and cultural competence by working with texts containing material of a linguistic and cultural orientation. The results of final test and evaluation prove the effectiveness of the proposed and further described ideas.

Knowledge and awareness of school teachers regarding emergency management of dental trauma in school children of Navi Mumbai.

Dental trauma is a serious oral health problem that can impair function and aesthetics, which affects the overall quality of life in children. The aim of the present study was to identify the level of knowledge and awareness of school teachers regarding emergency management of dental trauma in school children of Navi Mumbai. The second objective was to correlate it with demographic characteristics and evaluate the need for oral health education programs for teachers. The present study is a cross-sectional survey and involved the completion of a self-administered anonymous questionnaire by teachers. A total of 559 school teachers of primary and secondary sections completed the questionnaire comprising 19 questions. These included demographic data, knowledge regarding teeth most frequently affected by trauma, immediate action to be taken, awareness about storage media and the use of mouth guards. The questionnaire also assessed the willingness of teachers to participate in future training programs on dental trauma management. Data were statistically analysed using Chi-square test for any correlation. Among 559 school teachers who completed the questionnaire, 75.3% were females and 24.7% were males. Merely 6.6% of them agreed to have received prior training in dental trauma management. The majority of teachers (87.5%) were willing to attend training programs on dental trauma management. The knowledge and awareness of school teachers about dental trauma management and storage media for avulsed teeth is poor. Overall, they have a fair knowledge of dental trauma management in school children.

Awareness of School Teachers about Diabetes Mellitus

Awareness of School Teachers about Diabetes Mellitus

A Study on the Awareness of Behavioral Issues of Children with Intellectual Disabilities among General Education Teachers in Inclusive Schools

Inclusion, or organized placement of children with disabilities in mainstream classrooms, has certainly been one of the major topics in education for the last two decades. However, it was not until quite recently that teachers’ attitudes towards inclusion of children with special educational needs (SENs) became the focus of extensive research. Present study was conducted with the objective to see the awareness of school teachers of Chandigarh regarding the behavioral issues of children with Intellectual disabilities. It was conducted on the 90 samples with three different teaching experience criteria and modified research questionnaire. After the analysis of data it is found that F ration of the three groups found .994, .399 and .423 respectively, which shows that P&gt;0.05 level. So there is no difference in the awareness of school teachers of Chandigarh regarding behavioral issues of children with ID in inclusive schools.

Knowledge and awareness of schoolteachers in Chandigarh about HIV/AIDS

This article comments on a study aimed to assess the current knowledge and awareness of schoolteachers in Chandigarh about HIV/AIDS and emphasizes the need for awareness campaigns and heath education for adolescents prior to onset of high-risk behaviors. Though general awareness and knowledge about the common modes of transmission of HIV/AIDS was good amongst most of the school teachers from Chandigarh awareness regarding its prevention methods to check further transmission and drug treatment were highly inadequate. In spite of free access to information misconceptions related to the transmission of HIV/AIDS still prevailed and were nearly as high as reported 5-10 years ago. (excerpt)

Knowledge of School Teaching about Three Common Health Problems in Eastern Province, Saudi Arabia

Cigarette smoking, hypertension, and diabetes mellitus [DM] are known major risk factors for coronary heart disease. Knowledge and awareness of school teachers about these problems is important for the sake of educating their students to adopt healthy behaviors. The aim of the present study was to assess the level of knowledge of male school teachers about three common health problems [smoking, hypertension and DM] in Al-Khobar and Dammam cities, Saudi Arabia, and to determine the prevalence of smoking among the school teachers. A cross-sectional study was conducted among male school teachers from the three school levels. A multistage random sample with proportional allocation was used to select 25 schools. A total sample of 786 school teachers was selected [393 primary, 146 intermediate and 247 secondary school teachers]. Data were collected using a self-administered questionnaire. The majority of the school teachers were Saudis [91.7%], 59.4% were below 30 years of age, and 93.8% were university graduates. Only 38.3% and 56.9% of school teachers correctly mentioned that all types of smoking were equally dangerous to health and passive smoking had negative effect on smokers’ children school performance, respectively. The prevalence of current smoking was 22.5% among school teachers. The majority of school teachers believed that hypertension was a serious medical problem. However, more than half of the teachers had the misconception that hypertension causes insomnia, indigestion and particularly headache [79.9%, 71.7% and 54.7%, respectively]. The majority of school teachers had good knowledge about causes of DM but still some of them [26.8%] had some misconceptions. The majority of school teachers had fair level of knowledge [83.8%] and 8.8% had poor level of knowledge about the three common health problems. There is a need for educating school teachers and raising their knowledge and awareness about smoking, hypertension and DM. This will help them in actively participating in the implementation of effective intervention programs for improving the health and quality of life of school-age children and adolescents with these three common health problems.