Knowledge, Attitude and At-Risk Behaviour for Heart Diseases among Secondary School Teachers in Ibadan Metropolis

2021 ◽  
Vol 7 (4) ◽  
pp. 347-357
Author(s):  
ID Familoni ◽  
OA Moronkola ◽  
OB Familoni
Keyword(s):  
At Risk ◽  
Cardiovascular Diseases ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Heart Diseases ◽  
Risk Behaviour ◽  
Developed Countries ◽  
Middle Level ◽  
School Teachers ◽  
Cross Sectional

Background: Cardiovascular diseases remain the leading cause of death in developed countries, becoming prevalent in the developing world. Risk behaviour may result in unfavourable outcomes in cardiovascular diseases. Secondary school teachers constitute a large cohort of educated middle-level income earners who can influence young and upcoming individuals due to their profession. Objective: To assess the knowledge, attitude and at-risk behaviour for heart diseases among secondary school teachers in Ibadan Metropolis. Methods: A cross-sectional research design was used. Self- developed, field pre-tested questionnaire was employed to collect the relevant data from 200 randomly teachers. Cronbach alpha method was used to test the internal consistency of the test instruments and a measure of its scale in reliability.   Results: The study population comprised 39.0% males and 61.0% females. Most of the respondents (58.5%) were over 40 years, with an overall mean age of 40.2±3.1 years. The knowledge of secondary school teachers about heart diseases was poor (47.8%), while attitude and at-risk behaviours were unsatisfactory (weighted means 2.34 and 2.23 respectively against a criterion of 2.5). Conclusion: The secondary school teachers in Ibadan Metropolis had poor knowledge of heart diseases and demonstrated poor attitude and unsatisfactory at-risk behaviour about the diseases.

Prevalence of Depression and Associated factors among Secondary School Teachers in Al-Madinah City, KSA (Preprint)

2019 ◽  
Author(s):  
Faisal Alqahtani Sr
Keyword(s):  
Secondary School ◽  
Health Problem ◽  
Secondary School Teachers ◽  
Minor Depression ◽  
School Teachers ◽  
Cross Sectional ◽  
Health Care Clinics ◽  
Post Natal Depression ◽  
Sample Technique ◽  
History Of

BACKGROUND Depression is the most common psychiatric condition seen in primary health care clinics. On the other hand, teaching is one of the most stressful jobs. The aim was to determine prevalence and correlates of depression among secondary school teachers in Al-Madinah city. OBJECTIVE This study was aimed to explore the extent of depression as a health problem among secondary school teachers in Al-Madinah city. METHODS A cross sectional descriptive study was conducted on a representative sample of secondary school teachers of both genders in Al-Madinah Al-Munawarah city. A Multistage cluster sample technique was implemented to recruit the participants. The data were collected using a self-administered PHQ-9 depression questionnaire. RESULTS The study included 297 teachers. More than half of them (54.2%) were males and the vast majority (97.6%) were Saudis. Major depression, based on PHQ-9 depression questionnaire was reported among 8.4% of the participants whereas minor depression was reported among 14.1% of them. Among the studied habitual factors, the smoking of Shisha and non-practicing of physical exercise were significantly associated with depression among teachers. Regarding obstetric and gynecological factors, female teachers with history of post-natal depression were more likely to have major and minor depression features than those without such history, p=0.017. CONCLUSIONS Depression is a common health problem among secondary school teachers in Al-Madinah city affecting almost one quarter of them. Familial instability, shisha smoking, physical inactivity, heavy teaching load and deficiency of educational competencies are strongly correlated with depression. Further studies are needed to explore the extent of the problem among teachers at different levels of teaching and in other regions of the country.

scholarly journals Difficulties detaching psychologically from work among German teachers: prevalence, risk factors and health outcomes within a cross-sectional and national representative employee survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yasemin Z. Varol ◽  
Gerald M. Weiher ◽  
Johannes Wendsche ◽  
Andrea Lohmann-Haislah
Keyword(s):  
Risk Factors ◽  
Secondary School ◽  
Physical Health ◽  
Secondary School Teachers ◽  
Job Demands ◽  
School Teachers ◽  
Cross Sectional ◽  
Health Impairment ◽  
Psychological Detachment ◽  
Mental And Physical Health

Abstract Background Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence. Methods A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266). Results Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers. Conclusions Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches).

scholarly journals Inclusive Education in Azad Jammu and Kashmir: A Cross-Sectional Survey of Secondary Schools

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 359-365
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Muhammad Naqeeb ul Khalil Shaheen ◽  
Dr. Sadaf Zamir Ahmed
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir

Inclusive education represents the concern of the entire school and is committed to providing quality education to all students in the most effective way, so that special education and general education are consistent. The study aimed to analyze inclusive education in Azad Jammu and Kashmir. The study was descriptive in nature and a cross-sectional survey was applied to collect the data. All 538 secondary school teachers and headteachers of District Pooch were the population of the study. A stratified random sampling technique was used to select the sample. The researcher selected 185 secondary school teachers and 45 head teachers through a proportionate stratified random sampling technique as a sample. A questionnaire for teachers and headteachers was used as a research instrument in this study. Data were collected through personal visits and postal service. Data were analyzed through mean scores and standard deviation. Based on analysis it was found that inclusive education provides an opportunity for the enjoyment and implementation of full human rights without any discrimination because inclusive education allows understanding individual differences. It is recommended that the school Education Department of Azad Jammu and Kashmir (AJ&K) may introduce inclusive education at the district and tehsil level. Further, they need to plan for all teachers and headteachers to provide awareness about inclusive education.

Predicting hybrid entrepreneurship among secondary school teachers in Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adeola Samuel Adebusuyi ◽  
Olubusayo Foluso Adebusuyi
Keyword(s):  
Secondary School ◽  
Relative Deprivation ◽  
Secondary School Teachers ◽  
Bachelor's Degree ◽  
Future Research ◽  
School Teachers ◽  
Cross Sectional ◽  
Content Type ◽  
And Gender ◽  
The Relationship

PurposeThe purpose of this study is to investigate how degree-holding secondary school teachers cope in a recessive economy by embracing hybrid entrepreneurship (HE). Specifically, we investigated how comparison with referent others, underemployment and relative deprivation led to HE.Design/methodology/approachThe study adopted a cross-sectional research design. We used snowball and purposive sampling techniques to recruit 303 bachelor’s degree holders teaching in Nigerian public secondary schools in two states of the federation (Ondo and Ekiti states). We analyzed the data with regression path analysis and controlled for age and gender.FindingsThe results of this study showed the following. First, teachers were high in the feeling of pay underemployment and relative deprivation. Second, pay underemployment and relative deprivation directly led to HE. Third, teachers were indirectly high in HE through either pay underemployment or relative deprivation. Finally, underemployment and relative deprivation serially mediate the relationship between referent others and HE.Research limitations/implicationsOverall, the results suggest that teachers’ involvement in HE is necessity-driven to cope with the recessive Nigerian economy. However, future research should focus on a more experimental approach to determine the cause-effect relationship.Originality/valueThis is the first study to investigate how workers embrace HE to cope with the consequences of a recessive economy.

Teacher Attitudes Toward Game-based Learning in History Education

2017 ◽  
Vol 6 (4) ◽  
pp. 27-35 ◽  
Author(s):  
Peter Mozelius ◽  
Wilfredo Hernandez ◽  
Johan Sällström ◽  
Andreas Hellerstedt
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
History Education ◽  
Digital Games ◽  
Research Approach ◽  
Game Based Learning ◽  
School Teachers ◽  
Cross Sectional ◽  
First Choice

AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

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