The impact of the responsibility of teachers regarding reproductive healthcare to teenage learners

The Life Orientation subject at school is meant to equip learners with important life skills and prepare them to be responsible adults that will contribute positively to the economy of the country. One of such skills is to avoid pregnancy while being a learner and therefore needs information about sex and sexuality. The school curriculum should thus include the subject Reproductive Health Care and the teachers be allowed the responsibility to teach the subject. Teenage girls who become pregnant as learners are in many times compelled to drop out of school to raise the child as it becomes challenging to cope with studies and looking after the baby. The study used a qualitative exploratory research design aimed to determine the impact of the responsibility of teachers regarding reproductive healthcare to teenage learners. The objectives were to, explore the knowledge of school teachers with regard to reproductive healthcare. To explore and describe the views of the teachers with regard to their responsibility to teach the reproductive healthcare topic to teenage girls. Lastly, to develop guidelines for schools to assist teachers regarding their responsibility to teach the reproductive healthcare topic to teenage girls. The article will report on the first two objectives only. Indepth focus group interviews were conducted with twenty willing participants and a narrative questionnaire was completed. The data analysis method used was the spiral method which follows the process of coding and categorising transcribed data. The processallows data to be organised and setting it for several times so as to get a sense of the whole. identifying general categories and themes of the data is the next step followed by integrating and summarising the data to get a response to the research question. Data analysis results were teachers who felt burdened with the responsibility. Some had a positive opinion of the subject as part of the school curriculum and thus the need for stakeholder collaboration for their assistance. In conclusion, teachers are in need of empowerment for the responsibility to teach reproductive healthcare. (Afr J Reprod Health 2022; 26[4]: 82-91).

Prevalence and Risk Factors Associated with Diabetes Mellitus in Public Secondary Schools Teachers in Ekiti State

Background: Diabetes Mellitus is a non-communicable disease and a leading cause of morbidity and mortality in the world. The estimated prevalence of diabetes in Africa is 1% in rural areas and ranges from 5% to 7% in urban sub-Saharan Africa. 3 Nigeria is the most populous country in African and she contributes about one sixth of the Africa's diabetic population. This study is aimed at determining the prevalence of diabetes mellitus and accessing its risk factors among public secondary school teachers in Ekiti State. Methodology: This survey is a cross-sectional study carried out among 357 public school teachers in Ekiti State using a multi stage sampling technique. Data was gathered using a semi structured questionnaire and Accu Check Glucometer machine for Fasting Blood Sugar. Analysis was done using SPSS version 23 and level of significance was taken as P = 0.05. Result: Mean age was 42.9±9.2 years. Prevalence of Diabetes Mellitus was 5.6%. Family history (15%), Alcohol intake (14.0%) and smoking (11.2%) were major risk factors in the respondents. Poor vision is the main complication being experienced by the respondents (40.3%). Predictors of Diabetes Mellitus as found by this study include increasing age (starting from above 40years), cigarette smoking, alcohol intake and positive family history. Conclusion: Prevalence of Diabetes Mellitus is high compared to what it was before. Alcohol intake, smoking and family history were major risk factors while poor vision is the commonest complication. It is recommended that all efforts must be made to put in mechanism that will halt this undesired progression through control of risk factors.

Current practice of family planning among teachers in public secondary school in Enugu East Senatorial District, Nigeria

Background: The aim of this study is to determine the current practice level of family planning and the associated factors among public secondary school teachers in Enugu East Senatorial District. Method: A cross-sectional study was carried out among public secondary school teachers, aged 18 - 60 years, in Enugu East Senatorial District, using probability proportional to size sampling and systematic random sampling to select 1000 participants. Binary and multiple logistic regression analyses were used to determine association. An odds ratio with a 95% confidence interval (CI) was computed to determine the level of significance. Results: The current practice level of family planning is 26.5%. Respondents with bachelor's in education were 2 times more likely to be a current user of family planning (AOR=2.39; 95% CI: 1.25-4.55). However, respondents in age group 38 years and above were less likely to be a current user of family planning (AOR=0.64; 95% CI: 0.43-0.95), likewise female respondents (AOR=0.66; 95% CI: 0.44-0.98). Additionally, respondents who mentioned radio (AOR=0.64; 95%CI: 0.44-0.93), social media (AOR=0.73; 95% CI: 0.53-0.99) and healthcare (AOR=0.61; 95%CI: 0.43-0.88) as source of information were less likely to be current user of family planning. Whereas partner who encouraged the use of family planning (AOR=2.54; 95% CI: 1.71-3.78) span style="font-family: 'Times New Roman'; font-weight: bold">, partner who allow each other to decide on family planning methods (AOR=4.47; 95% CI: 2.67-7.48) and those who had good knowledge of family planning (AOR=1.96; 95% CI: 1.40- 2.67) were more likely to be current user of family planning. Conclusion: The level of current practice of family planning is low and a significant number of factors predict the current practice of family planning. A family planning educational workshop among teachers is needed to improve teacher's knowledge on family planning to address the issue of adolescent sexual reproduction as teachers are vessels of knowledge impartation to students

Prévalence et facteurs associés au stress professionnel chez les enseignants du secondaire de Ouagadougou, Burkina Faso une étude observationnelle transversale / Prevalence and associated factors of occupational stress among secondary school teachers of Ouagadougou, Burkina Faso: a cross-sectional observational study

Contexte et objectif. Le stress au travail touche tous les secteurs d'activités dont celui de l'éducation. La présente avait pour objectif de déterminer la prévalence du stress chez les enseignants et d'identifier les facteurs associés au stress chez les enseignants du secondaire de Ouagadougou. Méthodes. Nous avons réalisé une étude transversale auprès des enseignants du secondaire de la ville de Ouagadougou. Le questionnaire teacher stress inventory de Fimian a été utilisé pour évaluer le niveau de stress chez les enseignants. Nous avons utilisé une analyse régression logistique multivariée pour identifier les facteurs associés au stress chez les enseignants. Résultats. Quatre cent trente-neuf enseignants ont été enrôlés. L'âge moyen des enseignants était de 43,5 ans. Ils avaient en moyenne un volume horaire hebdomadaire de 19,3 heures. Ils enseignaient en Moyenne depuis 15,6 ans. Les enseignants consommateurs de substances psychoactives représentaient 34,8 %, ceux qui avaient des pathologies en cours représentaient 37,1 %. La prévalence du stress professionnel chez les enseignants était de 16,4 %. Les pathologies en cours (OR ajusté =2,06, p=0,012), le volume horaire hebdomadaire supérieur à 22 heures (OR ajusté=1,92, p=0,024) augmentaient le risqué d'être stressé chez les enseignants. A l'inverse avoir des loisirs réduisait 3x ce risque (OR ajusté =0,31 ; p=0,020). Conclusion. La prévalence du stress chez les enseignants du secondaire est élevée. Les pathologies en cours chez les enseignants, un volume horaire hebdomadaire supérieur à 22 heures étaient des facteurs de risque tandis que les loisirs étaient un facteur protecteur.

Awareness, Knowledge and Attitude Towards Pre-Hospital Tooth Avulsion Care Among Primary School Teachers in BeninCity, Nigeria

Traumatic tooth avulsion presents a challenge with regards to its prompt intervention as the ultimate outcome of an avulsed tooth that occurred in any child is dependent on appropriate emergency interventions. The aim of this study is to evaluate the awareness, level of knowledge and attitude towards pre-hospital tooth avulsion care among primary school teachers in Benin City, Edo state, Nigeria. A descriptive cross-sectional questionnaire-based study. Self-administered questionnaires were distributed among the teachers to assess their level of awareness of tooth avulsion, knowledge and attitude towards pre-hospital care of avulsed tooth. The data generated were analyzed using the SPSS for windows 23.0 (SPSS Inc. Chicago, USA). The responses were tabulated and expressed as frequency and percentages. Multivariate analysis was used to correct confounding variables. The level of significance was set p< 0.05. Three hundred and twenty four (324) teachers returned their answered questionnaires. Majority of the teachers were females (64.2%) and were between the ages of 41 ­ 50 years. Most (90.7%) of the teachers were not conversant with the dental terminology "tooth avulsion". Approximately forty-four percent (43.8%) of the teachers had experienced at least a case of tooth avulsion during their service period. Two hundred and sixty-six (82.1%) of teachers had never received any instruction on how to manage avulsed tooth. only 13 (4.0%) of the respondents were aware of a storage/transport media and how to preserve an avulsed tooth. On the attitude of teachers on pre-hospital care of an avulsed tooth; when asked what will they do in a case of tooth avulsion involving their pupil, one hundred and ninety (58.6%) erroneously reported they will do nothing, 33(10.2%) respondents said they will call the child's parents, none seeing the need to contact the nearest dental clinic. Majority of primary school teachers in Benin City, Nigeria has very inadequate knowledge regarding emergency management of tooth avulsion. They have limited knowledge regarding the basic tenets of first aid management of tooth avulsion whenever it occurs. Seminars and practical workshop on dental emergency should be organized for teachers and first aid training added to their curriculum

Learning support strategies for learners with neurodevelopmental disorders: perspectives of recently qualified teachers

Background: Inclusive education envisages the improvement of the quality of education for all learners. This further implies that schools must adjust all systems of teaching and learning to accommodate all learners regardless of their diverse needs. The reduction of educational inequalities through inclusive practices is aimed at supporting the accomplishment of academic outcomes for all. Learners presenting with neurodevelopmental disorders (NDDs) place specific requirements on teachers, particularly when they find themselves in mainstream classrooms. Objectives: This study focused on the learning support strategies used by recently qualified teachers in accommodating learners with NDDs in mainstream classrooms in the Gauteng province of South Africa. Method: A qualitative approach was used to explore the support strategies used by recently qualified teachers in mainstream classrooms when dealing with learners with NDDs. Purposive sampling was used to select six recently qualified teachers from different mainstream classroom. Data were collected using semi-structured interviews, observations and critical incident reports. Results: The findings revealed that teachers employ a variety of support strategies such as cooperative learning, peer learning, ability grouping, extensive visual aids and curriculum differentiation in an attempt to support learners. The support provided by the teachers was evident in their performance as learners with NDD were able to learn and understand the lessons irrespective for their barrier to learning. Conclusion: Contrary to literature findings that teachers do not support learners with diverse needs because of lack of skills, training and knowledge, this study revealed that recently qualified teachers employ a variety of support strategies to support learners with NDDs. However, it appeared that these support strategies were rather general teaching and learning strategies. More support strategies should be applied to help learners with NDD in the mainstream classroom

The development of education for learners with diverse learning needs in the South African context: a bio-ecological systems analysis

Background: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemingly moving forward at a snail's pace ­ too slow to benefit all learners experiencing barriers to learning and development. Objectives: This article serves a dual purpose: firstly, to apply a bio-ecological approach to highlight the historic development of diverse education and, secondly, to explore the interactive processes within the systemic levels in the South African education system, which affects the learner on the person dimension of the bio-ecological approach. Method: A document analysis approach was utilised to collect information by exploring a large body of research literature, which included academic articles, reports, policies and policy reviews. Data were categorised within the systems of the bio-ecological model to determine successes and challenges at each level. Results: Results from the bio-ecological systems analysis of related literature revealed not only many successes but also many challenges that inhibit change, growth and development in the South African education system, even more so for children experiencing barriers to learning. Conclusion: The transformation process of change from what was to what should be, regarding diverse education, seems to be stuck at what is and not moving forward to what could be. It has not transformed significantly enough to fill the gap between reality and the envisaged aim or dream of quality education for all

Low back pain among primary school teachers in Rural Kenya: Prevalence and contributing factors

Background: Low back pain (LBP) has been recognised as a common occupational problem with a high prevalence among work-related musculoskeletal disorders. Although there appears to be a high prevalence of LBP among school teachers, there is inadequate information on the prevalence and predisposing factors of LBP among primary school teachers in rural Western Kenya. Aim: To determine the prevalence, factors associated with LBP and physical disability caused by LBP. Setting: The setting was public schools in rural Western Kenya selected by simple random sampling method. Methods: A cross-sectional study was conducted among primary teachers from public schools using a self-administered questionnaire. The questionnaire included information on LBP, demographic data, occupational and psychosocial factors and disability score. The 12-month prevalence, associated factors and LBP disability were analysed. Results: The 12-month self-reported prevalence of LBP among primary teachers was 64.98%, with close to 70% of them reporting minimal disability. The logistic regression analysis showed that female gender (odds ratio [OR]: 1.692, p < 0.02) was associated with LBP and high supervisor support (OR: 0.46, p < 0.003) was negatively associated with LBP. Conclusion: The prevalence of LBP among primary school teachers in rural Western Kenya is 64.98%, with the majority of them reporting minimal disability. The identified risk factors were female gender and low supervisor support. The presence of work-related psychosocial risk factors in this study suggests a comprehensive approach in evaluation and management of LBP. Preventive measures should be in place to prevent and reduce the progression of LBP disability

Knowledge, attitudes and practices regarding HIV/AIDS among senior high school students in Sekondi-Takoradi metropolis, Ghana

Background: In Ghana, youths aged 15­24 years constitute the group most vulnerable to HIV infection. Inadequate knowledge, negative attitudes and risky practices are major hindrances to preventing the spread of HIV. Aim: This study sought to investigate the knowledge, attitudes and practices regarding HIV/AIDS among senior high school (SHS) students. Setting: Sekondi-Takoradi metropolis, Ghana. Methods: A descriptive, cross-sectional design was adopted, using a validated self-administered questionnaire, to collect data from a stratified sample of 294 senior students selected from three participating high schools in August 2017. The data collected were analysed using Stata version 12. Descriptive and inferential statistics were at a significance level of 0.05. Results: Among the participants, 61.6% had good knowledge about HIV/AIDS, 172 (58.5%) showed positive attitudes towards people living with HIV (PLHIV) and 79.1% reported HIV-related risky practices. We found a significant association between age and attitudes (p < 0.05). Poor knowledge was associated with being Muslim (aOR = 1.51 and 1.93; CI 1.19­1.91; p =0.00) and being a student from school 'F' senior high school (F SHS) (aOR = 1.93; CI 1.71­2.18; p = 0.00). Bad attitude towards PLHIV and HIV was associated with ages 15­19 years (aOR = 3.20[2.58­3.96]; p=0.03) p confirmed; and single marital status (aOR = 1.79[1.44­2.23]; p = 0.00). Bad practices were associated with ages 15­19 years (aOR = 1.72[1.41­2.11]; p = 0.08), belonging to the Akans ethnic group (aOR = 1.57[1.26­1.97]; p = 0.00) or being single (aOR = 1.79[1.44­2.23]; p = 0.00). Associations between misconceptions and HIV transmission were found: HIV can be transmitted by a handshake (aOR = 3.45[2.34­5.68]; p = 0.000), HIV can be cured (aOR = 2.01[2.12­5.04]; p=0.004) and HIV/AIDS can be transmitted by witchcraft (aOR = 3.12[3.21­7.26]; p = 0.001). Conclusion: Participants generally had inadequate knowledge regarding HIV/AIDS, manifested negative attitudes towards PLHIV and also engaged in risky practices that might predispose them to HIV transmission. Our findings underscore the need for culturally adapted and age-oriented basic HIV information for youths in the metropolis on misconceptions about HIV transmission, negative attitudes of students towards PLHIV as well as the risky practices of students regarding HIV

Secondary school teachers' experiences related to learner teenage pregnancies and unexpected deliveries at school

Background: The incidence of learner teenage pregnancies can be reduced, provided that the major stakeholders, which include the Department of Education and the Department of Health, combine to address this issue. Despite the implementation of Life Orientation as a school subject, which focuses on sexual behaviour, health, decision-making, pregnancy risk,sexually transmitted infections and HIV and AIDS, the prevalence of learner teenage pregnancies at secondary schools remains alarmingly high. Aim: The purpose of this study was to explore and describe teachers' experiences of learner teenage pregnancies in secondary schools in a province in South Africa. Setting: Secondary schools in KwaZulu-Natal. Method: A qualitative approach with exploratory, descriptive and contextual strategies was used in this research. Semi-structured interviews were conducted with teachers who had been selected through purposive sampling. Tesch's steps of systematic open coding were used to analyse all of the interviews. Results: The results that emerged during the data analysis indicate that firstly, teachers' experiences of having pregnant learners in their classrooms are negative as these learners are frequently absent from school, perform badly and drop out of school. Secondly, teachers' experiences related to unexpected deliveries are coloured by their lack of the necessary skills and competencies to deal and their resultant insecurity. Thirdly, the teachers feel that they do not receive the assistance they need to deal with teenage pregnancies as well as unexpected deliveries. Conclusions: Collaboration between and continuous support from the Department of Health and the Department of Education are crucial if teenage pregnancies at secondary schools are to be handled with greater success. Support from health care personnel should include guidance on contraception and health campaigns should target both the teachers and secondary school learners. Furthermore, coping strategies for the teachers should form part of the preservice curriculum of teachers

Cardio-metabolic risk factors and metabolic syndrome: A study of the prevalence and level of awareness of related risk factors among school teachers in Ogbomoso, South West Nigeria

Background: The overall health of school teachers is closely related to the performance of children in school and life generally.Objectives: This study aimed to describe the prevalence of cardiovascular risk factors and metabolic syndrome among school teachers in Ogbomoso, Nigeria.Methods: Two hundred secondary school teachers were randomly selected from all the secondary schools in the two local Governments in Ogbomoso, Nigeria. Relevant laboratory investigations and electrocardiography were performed. Metabolic syndrome was defined using the Joint Scientific Statement on Harmonising the Metabolic Syndrome Criteria.Results: Metabolic syndrome (MS) was identified among 44(22.0%) of study participants. It was more common among females 33(28.2%) compared to males 11(13.3%) [p = 0.002]. The prevalence of some cardiovascular risk factors were as follows: visceral obesity 108(54.0%), low HDL 105(52.5%), hypertension 58 (29.0%), BP > 130/85 mmHg, 76(38.0%), impaired fasting blood glucose 49(24.5%) and hypertriglyceridaemia 14(7.0%). Only a small fraction (39; 19.5%) demonstrated good level of knowledge about the cardiovascular risk factors. Conclusion: Cardiovascular risk factors were common among school teachers in Ogbomoso, south-west Nigeria in addition to a low level of awareness and poor control of the risk factors

Prevalence of adolescent obesity at a high school in the City of Tshwane

Background: Obesity has been reported to be on the rise in the world and South Africa is no exception. In recent years obesity has been reported to contribute to the increasing number of people with hypertension and diabetes mellitus. Africa has the fastest growing number of overweight and obese adolescents, with indications that in 2010, it had more than doubled since 1990. Some people might perceive being overweight as being round and healthy which might contribute to the increased rate of obesity in South Africa. Physical and psychological changes that occur during adolescence can also be observed earlier during the preteen years (ages 9­12 years). During this time, peer groups and external appearance are of importance. Physical changes, such as obesity, might be perceived negatively by adolescents, affecting their self-esteem.Objectives: The purpose of the study was to determine the prevalence of adolescent obesity at a high school in the City of Tshwane.Method: A cross-sectional survey was conducted. Stratified random sampling was used and data were collected from 30% of the total population as recommended by the statistician. Data analysis was performed using descriptive analysis. Validity and reliability were ensured through calibrating the weight-monitoring scale and the measuring tape, which are collection tools.Results: The results identified the prevalence of adolescent obesity at 8.57%. There is evidence of abdominal obesity and waist­hip ratio ≥ 1. The results show that there is a steady increase in obesity levels among adolescents. The poor response of parents was observed and could demonstrate the need to form stronger partnerships for weight reduction interventions.Conclusion: Evidence-based prevalence allowed for conceptualisation of the scope of the obesity epidemic and how children and young people are also affected. To enable proper planning for adolescent obesity interventions, the depth of consequences of obesity for the adolescent cohort should be well defined and clarified

L'epilepsie en milieu scolaire : enquete chez les enseignants de la ville de Kati au Mali et revue de la litterature

Introduction La prevalence de l'epilepsie en Afrique subsaharienne est elevee. Nous avons mene une etude transversale et descriptive dans l'ensemble des ecoles primaires de la ville de Kati (200 000 habitants). Les enseignants furent interviewes de maniere exhaustive a l'aide de questionnaires portant; d'une part; sur les connaissances; attitudes et pratiques des enseignants en matiere d'epilepsie et; d'autre part; sur leurs avis sur les consequences psychologiques; sociales pour l'enfant epileptique et les incidences sur sa scolarite.Resultats Nous avons interroge 92 enseignants (60 hommes et 32 femmes). L'age moyen des enseignants etait de 30 ans. La majorite d'entre eux avait une experience professionnelle de plus de 5 ans. Environ 38% des enseignants attribuaient la maladie a une cause surnaturelle. Plus de 39% des enseignants pensaient que l'epilepsie etait contagieuse et 61% pensaient que l'epilepsie etait incurable. 79% interdisaient systematiquement la pratique du sport a l'enfant epileptique. Environ 55% pensaient que l'enfant epileptique avait des capacites cognitives inferieures a celles de l'enfant non epileptique et 88% affirmaient que l'enfant epileptique etait incapable d'avoir une scolarite normale. 59% trouvaient que l'eleve epileptique etait victime de stigmatisation et de marginalisation. Devant une crise; 68% renvoyaient l'enfant au domicile.Conclusion Ce travail fait apparaitre un besoin de formation des enseignants en matiere d'epilepsie. Les donnees actuelles sur la frequence de l'epilepsie en milieu scolaire justifient une attention particuliere des services de sante et de ceux de l'education nationale sur la scolarisation de l'enfant epileptique