scholarly journals Determinants of knowledge, attitude, and practice towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Belayneh Shetie Workneh ◽  
Enyew Getaneh Mekonen ◽  
Mohammed Seid Ali
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
First Aid ◽  
Northwest Ethiopia ◽  
School Level ◽  
Favorable Attitude ◽  
Good Knowledge ◽  
School Type ◽  
School Teachers ◽  
Knowledge Attitude And Practice

Abstract Background Injuries continue to be an important cause of morbidity and mortality in the developed and developing world. School-age children are more likely to experience unintentional injuries in the school, while they are playing and teachers are the primarily responsible body for keeping the welfare of the students. Knowing the knowledge, attitude, and practice of kindergarten and elementary school teachers towards first aid will be used as an input for policymakers to intervene and provide training. Therefore, this study was aimed to assess knowledge, attitude, practice, and associated factors towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia, 2021. Methods An institution-based cross-sectional study was conducted from January 01 to 20, 2021. A simple random sampling technique was employed to recruit 346 participants. A structured pretested self-administered questionnaire was used to collect data. Data were entered in Epi-info version 7, analyzed using SPSS version 21, and presented by frequencies, percentages, tables, and graphs. Bivariable relationships between the independent and outcome variable were investigated using a binary logistic regression model and a multivariable analysis was run to control potential confounding factors. Variables with a p-value < 0.05 were considered as factors significantly associated and the strength of association was determined using an odds ratio with a 95% CI. Results Only 41.1% of the teachers had good knowledge of first aid. Nearly two-thirds (64.8%) of the teachers had a favorable attitude towards first aid. The majority (85.8%) of the teachers who faced a child in need of first aid in their school gave first aid. Factors like working experience [AOR: 2.45; 95% CI (1.26, 4.73)], school level [AOR: 4.72; 95% CI (1.96, 11.4)], school type [AOR: 4.23; 95% CI (2.07, 8.64)], and having information about first aid [AOR: 2.09; 95% CI (1.11, 3.92)] were significantly associated with knowledge. School-level [AOR = 5.4, 95% CI (2.18–11.67)], school type [AOR = 0.45, 95% CI (0.21–0.94)], and working experience [AOR = 0.33, 95% CI (0.13–0.86)] were the factors significantly associated with attitude. Conclusion Less than half and nearly two-thirds of the teachers had good knowledge and a favorable attitude towards first aid. The majority of the teachers who encountered a child in need of first aid gave first aid. Having higher working experience, working in elementary and private schools, and having previous information increases the odds of having good knowledge. Teachers who work in elementary and private schools and have the lower working experience had higher odds of favorable attitude towards first aid. It is better to give attention to the training of staff on first aid specifically for teachers working in kindergarten and governmental schools and new employees and consider integrating first aid in teachers’ training curriculum.

scholarly journals Determinants of Knowledge, Attitude, and Practice Towards First Aid Among Kindergarten and Elementary School Teachers in Gondar City, Northwest Ethiopia

2021 ◽  
Author(s):  
Belayneh Shetie Workneh ◽  
Enyew Getaneh Mekonen ◽  
Mohammed Seid Ali
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
First Aid ◽  
Northwest Ethiopia ◽  
School Level ◽  
Favorable Attitude ◽  
Good Knowledge ◽  
School Type ◽  
School Teachers ◽  
Knowledge Attitude And Practice

Abstract Background: Injuries continue to be an important cause of morbidity and mortality in the developed and developing world. School-age children are more likely to experience unintentional injuries in the school, while they are playing and teachers are the primarily responsible body for keeping the welfare of the students. Knowing the knowledge, attitude, and practice of kindergarten and elementary school teachers towards first aid will be used as an input for policymakers to intervene and provide training. Therefore, this study was aimed to assess knowledge, attitude, practice, and associated factors towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia, 2021.Methods: An institution-based cross-sectional study was conducted from January 01 to 20, 2021. A simple random sampling technique was employed to recruit 346 participants. A structured pretested self-administered questionnaire was used to collect data. Data were entered in Epi-info version 7, analyzed using SPSS version 21, and presented by frequencies, percentages, tables, and graphs. Bivariable relationships between the independent and outcome variable were investigated using a binary logistic regression model and a multivariable analysis was run to control potential confounding factors. Variables with a p-value < 0.05 were considered as factors significantly associated and the strength of association was determined using an odds ratio with a 95% CI.Results: Only 41.1% of the teachers had good knowledge of first aid. Nearly two-thirds (64.8%) of the teachers had a favorable attitude towards first aid. The majority (85.8%) of the teachers who faced a child in need of first aid in their school gave first aid. Factors like working experience [AOR: 2.45; 95% CI (1.26, 4.73)], school level [AOR: 4.72; 95% CI (1.96, 11.4)], school type [AOR: 4.23; 95% CI (2.07, 8.64)], and having information about first aid [AOR: 2.09; 95% CI (1.11, 3.92)] were significantly associated with knowledge. School-level [AOR = 5.4, 95% CI (2.18-11.67)], school type [AOR = 0.45, 95% CI (0.21-0.94)], and working experience [AOR = 0.33, 95% CI (0.13-0.86)] were the factors significantly associated with attitude.Conclusion: Less than half and nearly two-thirds of the teachers had good knowledge and a favorable attitude towards first aid. The majority of the teachers who encountered a child in need of first aid gave first aid. Having higher working experience, working in elementary and private schools, and having previous information increases the odds of having good knowledge. Teachers who work in elementary and private schools and have lower working experience had higher odds of favorable attitude towards first aid. It is better to give attention to the training of staff on first aid specifically for teachers working in kindergarten and governmental schools and new employees and consider integrating first aid in teachers' training curriculum.

scholarly journals Relevant Work Factors Associated with Voice Disorders in Early Childhood Teachers: A Comparison between Kindergarten and Elementary School Teachers in Yancheng, China

2020 ◽  
Vol 17 (9) ◽  
pp. 3081
Author(s):  
Yaping Tao ◽  
Charles Tzu-Chi Lee ◽  
Yih-Jin Hu ◽  
Qiang Liu
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Early Childhood Teachers ◽  
Voice Disorders ◽  
Kindergarten Teachers ◽  
School Type ◽  
School Teachers ◽  
The Voice

Background: Early childhood teachers consist of kindergarten and elementary school teachers in the lower grades. Young children at school may increase the vocal load of these teachers. Therefore, the objectives of this study were to determine the prevalence of voice disorders and the associated factors in early childhood teachers, and to determine if differences exist between kindergarten and elementary school teachers. Method: A cross-sectional survey was performed in July 2019 as a network questionnaire. Through cluster sampling, teachers (n = 414) from all five public kindergartens (n = 211) in the urban area of Yancheng, China, and four public elementary schools (n = 203) in the same school district participated in this study. Multivariate logistic regression models were used to analyze the associations among the prevalence of voice disorders in the teachers, school type, and relevant factors. Results: Our results indicated, based on the Voice Handicap Index scale (VHI-10, China), that the prevalence of voice disorders in early childhood teachers was 59.7%, while that in elementary school teachers (65.5%) was significantly higher than that in kindergarten teachers (54.0%) during the previous semester. Contributing factors included daily class hours, classroom air humidity, and speaking loudly during teaching. Additionally, certain types of voice usage in teaching such as falsetto speak, speaking more than other teachers, not using vocal techniques, and habitual voice clearing, were significantly associated with voice disorders. Conclusion: Most early childhood teachers have voice disorders. Compared with the kindergarten teachers, the elementary school teachers experienced a significantly higher prevalence of voice disorders. Several factors among work organization, work environment, and types of voice usage in teaching were associated with the voice disorders in early childhood teachers. The finding suggests that voice training should be provided for early childhood teachers, classroom teaching time should be decreased, and the number of teachers in basic subjects should be increased in the lower grades of elementary schools.

scholarly journals Impact of Transformational Leadership on Teacher Retention at Elementary School Level in Punjab: Teachers’ Perspectives

2019 ◽  
Vol IV (III) ◽  
pp. 234-240
Author(s):  
Toheed Qamar ◽  
Muhammad Javed ◽  
Zafar Hussain
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Teacher Retention ◽  
Elementary School Teachers ◽  
School Level ◽  
Personal Attributes ◽  
School Teachers ◽  
Significant Difference ◽  
Private And Public ◽  
Teachers Perspectives

The purpose of this study was to investigate the effect of transformational leadership on teacher retention at elementary school level (ESL) of Southern Punjab. The elementary school teachers (ELT) of Southern Punjab formed population. For the sample, 240 schools and 960 teachers were selected randomly for the study. The study has measured transformational leadership through factors i.e. job characteristics, school characteristics and personal attributes. When the respondents were asked for their views about teacher retention then there was no significant dissimilarity with respect to gender rather both groups had similar views; whereas significant difference was found between private and public teacher.

scholarly journals Motivational Techniques Used by Elementary School Teachers: A Comparative Analysis based on Gender

2021 ◽  
Vol VI (III) ◽  
pp. 62-70
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference

The study aimed to compare the emotional techniques of males and females at the elementary school level in Azad Jammu and Kashmir. The nature of this study was descriptive, and a cross-sectional survey was applied for the collection of data. All male and female teachers working in the elementary school of district Sudhnuti were the population of the study. Three hundred nine elementary school teachers of District Sudhnuti were selected by using a random sampling technique. A questionnaire was developed to collect data based on a five-point Like rt scale from elementary school teachers. For data collection, the researcher collected the data personally from the nearest areas while using the postal service for far-flung areas. The data collected through the questionnaire were analyzed by using mean scores and an independent sample t-test. It was found that there is a significant difference in the mean score of male and female teachers regarding motivational techniques. Furthermore, female teachers are using all the motivational techniques instead of male teachers.

scholarly journals The Implementation of Knowledge Assessment In Curriculum 2013 in Elementary Schools

2020 ◽  
Vol 7 ◽  
pp. 86-97
Author(s):  
Ikhya Ulumudin ◽  
Asma Aisha ◽  
Ferdi Widiputera
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Group Discussion ◽  
Student Assessment ◽  
School Level ◽  
Knowledge Assessment ◽  
Research Subjects ◽  
School Teachers ◽  
Basic Competency ◽  
Assessment Result

The purpose of this study was to determine the understanding and implementation of the knowledge assessment carried out by teachers at the elementary school level starting from planning, implementing, processing results, utilizing results and identifying problems in implementing knowledge assessment. This study used a qualitative approach. Research took place in Sleman Regency, Yogyakarta Province. The research subjects were public and private elementary school teachers who had taught in classes applying Curriculum 2013. The research instruments consisted of questionnaires and FGD (focus group discussion) guidelines. The results showed that on the assessment planning, teachers lack understanding in the formulation of instrument outlines, especially in describing the Basic Competency into the question indicators, making questions about the aspects of knowledge based on the indicator, and making scoring guidelines. In the implementation of the assessment, some teachers did not understand the use of various assessment techniques for knowledge aspect. The frequency of carrying out daily knowledge assessments varies, including for every KD (basic competency), every day, for every sub-theme, for several sub-themes, and for every theme. In assessment result processing, some elementary school teachers still lack understanding about processing and reporting in knowledge assessment whether in the form of numeric scores, predicates, and descriptions. In the utilization of the assessment, all elementary school teachers in Sleman Regency have applied the assessment of learning function as each daily assessment result is used by the teacher to review student achievement in each KD. In the aspect of assessment for learning, some teachers have made use of assessments for remedial activities and lesson enrichment and to evaluate the learning process. Lastly, regarding the use of assessment as learning, some teachers have provided results of student assessment and used it to provide guidance and advice to students.

scholarly journals The Quality of HOTS-Based Science Questions Developed by Indonesian Elementary School Teachers

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Naufal Ishartono ◽  
Anatri Desstya ◽  
Harun Joko Prayitno ◽  
Yasir Sidiq
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
School Students ◽  
The Third ◽  
Thinking Ability ◽  
Training Quality

In Indonesia, several training pieces have been conducted to develop HOTS-based science questions for elementary school teachers. However, few studies examine how elementary school teachers developed HOTS-based science questions. Hence, the current study is a case study that aims to analyze HOTS-based science questions developed by elementary school teachers in Indonesia. This study employed a descriptive-analytical method by analyzing 60 HOTS-based science questions developed by elementary school teachers. This study involved two raters from one of Indonesia's universities, who are experts in assessing learning for elementary school level to assess the questions. The aspects that are assessed are aspects of conformity with HOTS questions criteria, conformity with the criteria of thinking ability of elementary school students, and conformity with the quality of good questions. This study's findings show that many problems do not meet the first aspect, especially at non-algorithmic points, multiple ways, and multiple interpretations. Next, in the second aspect, most of the question does not use illustration to strengthen the developed question's information. The third aspect is a relatively fulfilled aspect by most developed questions. However, only a few developed questions are judged not to meet this aspect. Hopefully, this study's findings can be an evaluation material for policymakers in education to increase the training quality of HOTS-based science questions for elementary school level in Indonesia.

Sign in / Sign up

Export Citation Format

Share Document