Developing teacher self-efficacy via a formal HIV/AIDS intervention.
Identifieur interne : 001854 ( PubMed/Checkpoint ); précédent : 001853; suivant : 001855Developing teacher self-efficacy via a formal HIV/AIDS intervention.
Auteurs : Paul Webb [Afrique du Sud] ; Anita GripperSource :
- SAHARA J : journal of Social Aspects of HIV/AIDS Research Alliance [ 1813-4424 ] ; 2010.
Descripteurs français
- KwdFr :
- Adulte, Auto-efficacité, Corps enseignant, Culture (sociologie), Enquêtes et questionnaires, Enseignement professionnel, Entretiens comme sujet, Femelle, Groupes focalisés, Humains, Infections à VIH (), Jeune adulte, Leadership, Motivation, Mâle, Politique organisationnelle, Processus politique, Programme d'études, République d'Afrique du Sud, Éducation pour la santé (), Établissements scolaires (organisation et administration), Évaluation des acquis scolaires.
- MESH :
- organisation et administration : Établissements scolaires.
- Adulte, Auto-efficacité, Corps enseignant, Culture (sociologie), Enquêtes et questionnaires, Enseignement professionnel, Entretiens comme sujet, Femelle, Groupes focalisés, Humains, Infections à VIH, Jeune adulte, Leadership, Motivation, Mâle, Politique organisationnelle, Processus politique, Programme d'études, République d'Afrique du Sud, Éducation pour la santé, Évaluation des acquis scolaires.
- Wicri :
- geographic : Afrique du Sud.
English descriptors
- KwdEn :
- Adult, Culture, Curriculum, Education, Professional, Educational Measurement, Faculty, Female, Focus Groups, HIV Infections (prevention & control), Health Education (methods), Humans, Interviews as Topic, Leadership, Male, Motivation, Organizational Policy, Policy Making, Schools (organization & administration), Self Efficacy, South Africa, Surveys and Questionnaires, Young Adult.
- MESH :
- geographic : South Africa.
- methods : Health Education.
- organization & administration : Schools.
- prevention & control : HIV Infections.
- Adult, Culture, Curriculum, Education, Professional, Educational Measurement, Faculty, Female, Focus Groups, Humans, Interviews as Topic, Leadership, Male, Motivation, Organizational Policy, Policy Making, Self Efficacy, Surveys and Questionnaires, Young Adult.
Abstract
This study investigated the effects of a HIV/AIDS module on teachers' sense of self-efficacy regarding their ability to bring about behaviours in their learners which contribute to responsible living and a reduction of the spread of HIV in their communities. The sample was 128 in-service teachers studying in nine different centres in three South African provinces in their second year of a part-time degree in education. A modified Science Teaching Efficacy Belief Instrument (STEBI) was used to generate quantitative data, while semi-structured individual and focus group interviews provided qualitative data. Statistical analyses (ANOVA and MANOVA) revealed statistically significant differences between the participants pre- and post-test self-efficacy scores. Interview data suggested that improved confidence enabled the teachers to gain a better understanding of cultural barriers to HIV/AIDS education and the impediments to developing an effective HIV/AIDS policy in their schools. The study also highlighted the importance of leadership from school management for the successful adoption and implementation of an effective HIV/AIDS policy in schools. Enhanced confidence is noted as a motivating factor for teacher participation in community efforts to support those affected by HIV/AIDS.
PubMed: 21409302
Affiliations:
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The sample was 128 in-service teachers studying in nine different centres in three South African provinces in their second year of a part-time degree in education. A modified Science Teaching Efficacy Belief Instrument (STEBI) was used to generate quantitative data, while semi-structured individual and focus group interviews provided qualitative data. Statistical analyses (ANOVA and MANOVA) revealed statistically significant differences between the participants pre- and post-test self-efficacy scores. Interview data suggested that improved confidence enabled the teachers to gain a better understanding of cultural barriers to HIV/AIDS education and the impediments to developing an effective HIV/AIDS policy in their schools. The study also highlighted the importance of leadership from school management for the successful adoption and implementation of an effective HIV/AIDS policy in schools. Enhanced confidence is noted as a motivating factor for teacher participation in community efforts to support those affected by HIV/AIDS.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">21409302</PMID><DateCreated><Year>2011</Year><Month>03</Month><Day>16</Day></DateCreated><DateCompleted><Year>2011</Year><Month>07</Month><Day>05</Day></DateCompleted><DateRevised><Year>2016</Year><Month>10</Month><Day>21</Day></DateRevised><Article PubModel="Print"><Journal><ISSN IssnType="Electronic">1813-4424</ISSN><JournalIssue CitedMedium="Internet"><Volume>7</Volume><Issue>3</Issue><PubDate><Year>2010</Year><Month>Oct</Month></PubDate></JournalIssue><Title>SAHARA J : journal of Social Aspects of HIV/AIDS Research Alliance</Title><ISOAbbreviation>SAHARA J</ISOAbbreviation></Journal><ArticleTitle>Developing teacher self-efficacy via a formal HIV/AIDS intervention.</ArticleTitle><Pagination><MedlinePgn>28-34</MedlinePgn></Pagination><Abstract><AbstractText>This study investigated the effects of a HIV/AIDS module on teachers' sense of self-efficacy regarding their ability to bring about behaviours in their learners which contribute to responsible living and a reduction of the spread of HIV in their communities. The sample was 128 in-service teachers studying in nine different centres in three South African provinces in their second year of a part-time degree in education. A modified Science Teaching Efficacy Belief Instrument (STEBI) was used to generate quantitative data, while semi-structured individual and focus group interviews provided qualitative data. Statistical analyses (ANOVA and MANOVA) revealed statistically significant differences between the participants pre- and post-test self-efficacy scores. Interview data suggested that improved confidence enabled the teachers to gain a better understanding of cultural barriers to HIV/AIDS education and the impediments to developing an effective HIV/AIDS policy in their schools. The study also highlighted the importance of leadership from school management for the successful adoption and implementation of an effective HIV/AIDS policy in schools. 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