Displaying publications 21 - 40 of 70 in total

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  1. Ponnusaami Subramaniam, Siti Akasia Ahmad, Aishvarya Sinniah, Raynuha Mahadevan
    MyJurnal
    Societal dynamics and increased public demands on education have produced adverse stressful classroom situation that have led to increase emotional and physical disabilities among teacher. The main objective of this descriptive study was to identify the causes of occupational stress amongst secondary school teachers. This study also conducted in order to determine the suitable ways and strategies at helping teachers to cope with the work related pressures that have increased during the past decade. The samples of this study were 100 teachers from four secondary schools in Dungun District, Terengganu. The data were descriptively analyzed based on the responds on a set of questionnaires, checklist and 20 interview sessions conducted for exploration of coping strategy with 20 out of 100 teachers. Based on the finding, it can be concluded that interpersonal relations, physical conditions and job interest contribute towards workrelated stress among teachers. Also discussed the 10 most frequently used coping strategies by teachers. Therefore, there are suggesting measures, which teachers may take to help them cope more effectively with potentially stressful situations at school.
    Matched MeSH terms: School Teachers
  2. Che Hasan Sabri TH, Muhamad TA
    MyJurnal
    The purpose of this study was to identify whether a novice teachers have a self-esteem while teaching physical education. This study access the level of self-esteem among novice teachers between gender and option teachers teach in physical education. This study is a quantitative research survey and this study design is selected using questionnaires based on Rosenberg self-esteem scale for collecting data. 30 novice physical education teachers have been selected from one of the schools in the district of Sepang, Selangor. 15 males and 15 female teachers were randomly selected from the target group. The data were analyzed using SPSS version 22.0 for frequency distribution, mean, standard deviation and independent sample t-test to measure the level of self-esteem of teachers with the dependent variable. The study found that there was no significant difference between the level of self-esteem between genders. While in terms of options, there are significant differences in the level of self-esteem for non-option physical education teachers. The self-esteem level among novice teachers are very important to enhance the quality of learning, especially in the subjects of physical education.
    Matched MeSH terms: School Teachers
  3. Omar, R., Knight, V.F., Tan, X.L., Ahmad Zahidi A.A., Mohd Saat, N.Z.
    JUMMEC, 2019;22(1):58-65.
    MyJurnal
    Empowering lay screeners, such as pre-school teachers, on vision screening is a cost-effective way to
    ensure larger populations of children can be screened. Although the validity of lay screeners in conducting
    vision screening were reported in several studies, none showed data concerning improvement of the level
    of knowledge among lay screeners after completing vision screening training, which could indicate the
    effectiveness of the training program. This study aimed to determine the level of knowledge of pre-school
    teachers before and after attending a training program. Sixty pre-school teachers from Tabika and Taska KEMAS
    were randomly selected. The Study Group (n = 30) was given theory and practical training on vision screening,
    whereas the Control Group (n = 30) was only given brief verbal instructions on how to conduct the screening. A
    theory test containing 15 questions related to the training modules were administered to both groups, before
    and after their training/briefing respectively. The findings showed that the level of knowledge among preschool
    teachers in the Study Group (73.24 ± 11.73%) was significantly higher than the Control Group (56.22
    ± 13.11%) (p < 0.01). There was also a significant improvement in the level of knowledge among pre-school
    teachers in the Study Group after the training (p
    Matched MeSH terms: School Teachers
  4. Prasojo LD, Habibi A, Wibawa S, Hadisaputra P, Mukminin A, Muhaimin, et al.
    Data Brief, 2020 Jun;30:105592.
    PMID: 32373690 DOI: 10.1016/j.dib.2020.105592
    This dataset presents the validation process of a survey of factors affecting Indonesian K-12 school teachers' Teachers' Information and Communication Technology Access (TICTA). An initial instrument was developed through the adaptation of instruments from previous studies. Afterward, it was piloted to 120 teachers and tested for its reliability. For the main data collection, the instrument was distributed online and responded by 2775 Indonesian K-12 school teachers. The main data analysis was conducted for the measurement model using four assessments; reflective indicator loadings, internal consistency reliability, convergent, and discriminant validity. The Partial Least Square Structural Equation Model (PLS-SEM) was utilized for the analysis. The dataset is beneficial for educational regulators in providing appropriate access to ICT in K-12 education and for educational researchers for future research on technology access in teaching.
    Matched MeSH terms: School Teachers
  5. Rasyidah G, Wafa SW
    Heliyon, 2020 Jun;6(6):e04059.
    PMID: 32551377 DOI: 10.1016/j.heliyon.2020.e04059
    Background: There is evidence suggesting that the school environment does have prominent contributions to the rise of childhood obesity.

    Aim: The objective of this study was to assess the school environment by interviewing the teachers and compare the school environment score between rural and urban schools in Terengganu, Malaysia.

    Methods: Thirty-two teachers from 16 primary schools in Terengganu were interviewed using a set of validated Malay version "School Environmental Mapping" questionnaire. A total of 76 items consisting of four domains of school environment factor: physical (what is available) with 41 items; economic (what the costs are) with nine items; political (what the rules are) with nine items; and socio-cultural (what the attitudes and beliefs are) with 17 items. Every item was questioned using an initial closed question followed by an open question when the criteria were not met or need further information regarding those particular items.

    Results: The present study revealed that the school environment of school in state of Terengganu is still low and not satisfied. Based on the schoolteacher's information and observation, there are significant barriers to promoting healthy eating and physical activity at school e.g. limited financial and budget allocation; lack of school facilities; lack of manpower to organise and monitor the programme; lack of participation and cooperation from parents; and no enforcement and serious action from authorized personnel on street hawkers near the school. This is reflected by the score achieved for 16 schools in Terengganu was only 63.05%. The political environment indicated the highest score among the domains, which was 77.78%, whereas, the lowest score was an economic environment (50.00%). Upon comparing between the urban and rural areas, the present study reported that there was a significant difference between school settings (p < 0.001) for an overall school environment, in which the rural areas had a significantly higher score than urban counterparts (64.86% vs 59.34%, p < 0.001). For each domain of the school environment, the findings showed that only two domains (physical and political environment) were significantly different between school settings.

    Conclusion: This study revealed that the level of a healthy school environment among schools in both settings is still not satisfied. Addressing the obesogenic elements of school environments is one of the strategies in prevention since the school environments exert a great influence on children's behaviour.

    Matched MeSH terms: School Teachers
  6. Yap JF, Moy FM, Wan Ahmad WA, Lim YC
    PeerJ, 2024;12:e16906.
    PMID: 38361766 DOI: 10.7717/peerj.16906
    BACKGROUND: School teachers may have an increased risk of cardiovascular disease (CVD), potentially affecting their work productivity. However, limited data exists on the impact of CVD on teachers' productivity in Malaysia. Our objectives were to assess work productivity loss (absenteeism and presenteeism) as well as to determine the associated annual monetary loss among school teachers who experienced incident CVD in Peninsular Malaysia.

    METHODS: We adopted a nested case-control design within a cohort of school teachers. Working teachers from six states of Peninsular Malaysia, and had experienced incident CVD before a right-censored date (31st December 2021) were defined as cases. Incident CVD was operationally defined as the development of non-fatal acute coronary syndrome (ACS), stroke, congestive cardiac failure, deep vein thrombosis or peripheral arterial disease before the censored date. Controls were working teachers who did not acquire an incident CVD before the similar right-censored date. All controls were randomly selected, with a ratio of one case to four controls, from among the working teachers in one of the states in Peninsular Malaysia. We used a shortened version of the Malay-validated World Health Organization-Health and Work Performance Questionnaire (WHO-HPQ) to estimate the workplace productivity effect among teachers with incident CVD (cases). The same questionnaire was distributed to teachers in a single state of Peninsular Malaysia who did not experience incident CVD (controls). Absenteeism, presenteeism and annual monetary loss were computed based on the scoring rules in the WHO-HPQ. Analysis of covariance was performed with covariate adjustment using propensity scores. The bootstrapping method was applied to obtain better estimates of marginal mean differences, along with standard errors (SE) and appropriate effect sizes.

    RESULTS: We recruited 48 cases (baseline mean age = 42.4 years old, 54.2% females) and 192 randomly selected controls (baseline mean age = 36.2 years old, 99.0% females). The majority of the cases had ACS (73.9%). No significant difference was observed in absenteeism between cases and controls. The mean self-rated job performance score was lower for cases (7.63, SE = 0.21) compared to controls (8.60, SE = 0.10). Marginal mean scores of absolute presenteeism among cases (76.30) were lower (p school teachers who experienced incident CVD and the annual cost of presenteeism was substantial. Implementing supportive work strategies in school settings is recommended to increase absolute presenteeism, which can lead to a reduction in the annual cost of presenteeism among teachers experiencing incident CVD.

    Matched MeSH terms: School Teachers
  7. Seman K, Yaacob H, Hamid AM, Ismail AR, Yusoff A
    Malays J Med Sci, 2008 Apr;15(2):33-8.
    PMID: 22589623
    Involvement of oral health educators among non-health professionals in oral health promotion is important in the prevention of oral diseases. This study was carried out to compare the level of oral health knowledge among pre-school teachers before and after oral health seminar. Pre-test data was collected by distributing questionnaire to pre-school teachers in Pasir Mas, who attended the seminar on "Oral Health" (n=33) and they were required to fill anonymously before the seminar started. The questions consisted of information on general background, perceived oral health status, oral health knowledge and the environment where they work. After two weeks, post-test data was collected using the same structured questionnaire and identification code was used to match the pre and post data. SPSS 11.5 was use for statistical analysis. Two out of 33 eligible preschool teachers were considered non-respondents due to absenteeism during the post-test data collection. The response rate was 94.0% (n = 31). The study shows a significant improvement in oral health knowledge among pre-school teachers in Pasir Mas, after seminar (p < 0.001) as compared to controls. Thus, we can conclude that the oral health programme (seminar) appeared effective at influencing oral health educator's knowledge towards oral health.
    Matched MeSH terms: School Teachers
  8. Ho WKY, Ahmed MD, Khoo S, Tan CH, Dehkordi MR, Gallardo M, et al.
    PLoS One, 2019;14(8):e0218158.
    PMID: 31369586 DOI: 10.1371/journal.pone.0218158
    Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals' perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach's alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education.
    Matched MeSH terms: School Teachers/psychology*
  9. Joginder Singh S, Diong ZZ, Mustaffa Kamal R
    Augment Altern Commun, 2020 06;36(2):107-117.
    PMID: 32706287 DOI: 10.1080/07434618.2020.1785547
    Teachers play an important role in the successful implementation of augmentative and alternative communication (AAC) for students with complex communication needs. The goal of this two-phase, mixed-methods study was to explore Malaysian teachers' use of, experience with, and perceptions about AAC. Phase 1 involved 252 teachers who completed a questionnaire that was aimed at collecting nationwide data about their use and overall perceptions of AAC. Phase 2 involved semi-structured interviews with 13 teachers who had experience supporting students who used AAC. Approximately half of the participants who completed the questionnaire knew about AAC and had used AAC with their students. Almost all of the participants had positive views of AAC though some misconceptions were reported. Most participants had limited knowledge about AAC that led them to experience difficulties supporting their students. Teachers were motivated to receive AAC-related training to enable them to use AAC more successfully with their students given the small number of SLPs in the country.
    Matched MeSH terms: School Teachers*
  10. Teoh HJ, Cheong SK, Woo PJ
    MyJurnal
    107 secondary school teachers were surveyed to find out about their observations of children with learning disorders at schools. The respondents reported that the most commonly observed disorders involved difficulty paying attention, difficulty learning a second language, being fidgety and having difficulty sitting still, and having poor comprehension. They also indicated that whilst some children made fun of their classmates with learning disorder, others tried to assist their classmates. The most common reaction of parents was to send the child for lots of tuition, and to be very frustrated with the child. In addition, some parents neglected their children’s learning disorder, and many did not seem to realise how serious the problem was. When it came to the needs of teachers, the most common need that the teachers reported was to have the parents cooperate with them and to have support from the education authorities. The paper discusses the implications of these findings and proposes suggestions for dealing with the training needs of teachers working in the area of learning disorders.
    Matched MeSH terms: School Teachers*
  11. Lee SC, Moy FM, Hairi NN
    Qual Life Res, 2017 01;26(1):221-227.
    PMID: 27349250 DOI: 10.1007/s11136-016-1348-9
    PURPOSE: The multidimensional scale of perceived social support (MSPSS) was developed to measure perceived social support. It has been translated and culturally adapted among natives literate in the Malay language. However, its psychometric properties for teachers who are majority females and married have not been assessed.

    METHODS: This was a cross-sectional study conducted among the public secondary school teachers in the central region of Peninsular Malaysia from May to July 2013. A total of 150 and 203 teachers were recruited to perform exploratory factor analysis and confirmatory factor analysis (CFA), respectively. Reliability testing was evaluated on 141 teachers via internal consistency and two-week interval test-retest.

    RESULTS: The 12-item three-factor structure of MSPSS-M was revised to 8-item two-factor structure. The revised MSPSS-M demonstrated excellent fit in CFA with adequate divergent and convergent validity and good factor loadings (0.80-0.90). The revised MSPSS-M also displayed good internal consistency with Cronbach's alpha of 0.91, 0.93 and 0.92 and good test-retest reliability with intraclass correlation of 0.89, 0.88 and 0.88 in the total scale, family and friends factors, respectively.

    CONCLUSION: The revised 8-item MSPSS-M is a reliable and valid tool for assessment of perceived social support among teachers.

    Matched MeSH terms: School Teachers/psychology*
  12. Tai KL, Ng YG, Lim PY
    PLoS One, 2019;14(5):e0217430.
    PMID: 31136594 DOI: 10.1371/journal.pone.0217430
    BACKGROUND: Despite evidence of physical (illness) and mental (stress) health problems, there appears to be a lack of studies or concern regarding occupational safety and health among educators in Malaysia.

    OBJECTIVE: To review the prevalence of illness, stress, and corresponding risk factors among educators in Malaysia.

    METHOD: Scopus, ProQuest, PubMed, ScienceDirect, CAB, and other computerized databases were searched according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to identify studies published between January 2013 and April 2019 on the prevalence and associated risk factors of illness and stress among educators (S1 Checklist). The keywords used included educator, teacher, lecturer, academic staff, teaching profession, university staff, academician, faculty, illness, injury, disease, pain, WMSD, dysphonia, hoarseness, stress, mental health, strain, health problem, disorder, and/or Malaysia. Selected studies were evaluated by quality assessment.

    RESULTS: Twenty-two articles fulfilled the eligibility criteria. The prevalence of illness and stress was determined for low back pain (33.3-72.9%); upper back pain (33.33-56.4%); neck/shoulder pain (40.4-80.1%); upper arm discomfort (91.3%); forearm pain (89.6%); wrist pain (16.7-93.2%); hip pain (13.2-40.9%); thigh discomfort (91.8%); lower leg discomfort (90.5%); knee pain (23.7-88.0%); ankle/feet pain (19.3-87.7%); elbow pain (3.5-13.0%); voice disorder (10.4-13.0%) and stress (5.5-25.9%). Sex, education level, teaching experience, quality of life, anxiety, depression, coping styles, and others were reported as associated risk factors across the studies.

    CONCLUSIONS: There appears to be a cause for concern regarding musculoskeletal disorders, voice disorder, and stress reported among educators in Malaysia. While most risk factors matched those reported in studies elsewhere, others such as school characteristics (school level, government or private school, and location [rural/urban]) have not been investigated.

    Matched MeSH terms: School Teachers*
  13. Naing NN, Ahmad Z
    PMID: 11556602
    A cross-sectional study was conducted to identify the factors related to smoking habits of secondary school teachers in Kelantan, Malaysia. A total of 180 male teachers and trainee teachers from four secondary schools in Kelantan and a Teachers' Training College were interviewed by using a structured questionnaire. Cluster sampling was applied. The significant findings found were current smokers were found as high as 40.56%. Mean duration of smoking was 6.8 years and mean initiation age was 16.5 years. Trainee teachers had a significantly higher proportion of current smokers. There was a significant association between smoking status of teachers and their fathers' and perception of the hazards of smoking on health. Peer influence was found to be the major reason for smoking among smokers. Religious belief and care for health attitude prevented non-smokers from smoking. About 3/5 of smokers thought of quitting smoking and of these 1/4 had tried at least once. There was a significant difference of proportion of attempted quitting between regular and occasional smokers. Mass media was the best source of information on knowledge about smoking hazards. Anti-smoking campaigns should start as early as possible in schools. Lectures and talks on smoking should be included in the curriculum of teachers' training courses.
    Matched MeSH terms: School Teachers
  14. Cheah YC, Kadir AB, Jeyarajah S
    Med J Malaysia, 1997 Jun;52(2):124-33.
    PMID: 10968069
    This is a cross sectional community study in Johor Bahru District. The aim of this study is to estimate the overall prevalence of emotional and behavioural deviance among the school children in three different geographical areas, and to identify their correlates. This paper presents the findings of phase one of a two-stage procedure involving a total of 589 children aged 10-12 years. Using the cut-off point validated locally, the prevalence of deviance on the parental scale was 40% in the rural school, 30.2% in the agricultural resettlement (Felda) school and 32.3% in the urban school. On the teachers' assessment, the prevalence of deviance was 40.8% in the rural school, 10.8% in the Felda School and 8.9% in the urban school. There was significantly higher prevalence of deviance in the rural school on the teachers' scale. In the rural school, significantly higher prevalence of deviance was found among boys.
    Matched MeSH terms: School Teachers
  15. Noraza RA, Norhayati NM, Rosediani M, Harmy YM
    J Taibah Univ Med Sci, 2018 Apr;13(2):188-194.
    PMID: 31435322 DOI: 10.1016/j.jtumed.2017.10.005
    Objectives: This study aimed to determine the prevalence of optimal cardiovascular disease (CVD) screening activities and the associated factors among apparently healthy school teachers.

    Methods: A cross-sectional analytical observational study was conducted among 380 secondary school teachers in Kelantan, Malaysia. A self-administered questionnaire addressing sociodemographic data and factors influencing CVD screening activities was administered. Descriptive analysis, simple and multiple logistic regression analyses were performed.

    Results: A total of 348 teachers responded to the questionnaire, with a response rate of 91.6%. The prevalence of optimal CVD screening activities was 29.3% (95% CI: 24.52, 34.08). Age, knowledge of CVD screening, family history of CVD and availability of health facilities were significantly linked to CVD screening.

    Conclusion: The prevalence of optimal screening activities was low. A great majority of the factors contributing to optimal screening were modifiable. Health care providers should widely implement global health-oriented rather than disease-orientated assessment in their daily practice.

    Matched MeSH terms: School Teachers
  16. Sundram ER, Norsa'adah B, Mohamad H, Moy FM, Husain NRN, Shafei MN
    Oman Med J, 2019 Jan;34(1):49-55.
    PMID: 30671184 DOI: 10.5001/omj.2019.08
    Objectives: We sought to determine the effectiveness of a voice care program among primary school teachers in a northeastern district in Malaysia.
    Methods: We conducted a randomized community trial in eight primary schools in a northeastern district in Malaysia. The self-administered and validated Malay-Voice Handicap Index-10 (M-VHI-10) questionnaire was used to assess overall voice handicap scores pre-intervention and eight weeks post-intervention. Teachers with a score of five or more (n = 86) were randomized into intervention (n = 41) and control groups (n = 45). The intervention group received portable voice amplifiers and vocal hygiene instruction, which was delivered by lectures and a booklet. The control group was not prescribed any intervention.
    Results: The sociodemographic, lifestyle, and occupational characteristics of the teachers (except maximum number of students per class) were similar between both groups. The baseline M-VHI-10 scores between both groups were also comparable. After the intervention phase, there was a significant effect observed in the total M-VHI-10 scores (p = 0.021, F-stat (df): 5.33 (1,79)) between both groups after controlling for the maximum number of students per class.
    Conclusions: Our results support the use of voice amplification in adjunct with vocal hygiene instruction as a prevention and treatment modality to reduce voice handicap among teachers. Our study demonstrated encouraging evidence on the low-cost voice care program as well as the success of group and workplace-based approaches in the school setting.
    Matched MeSH terms: School Teachers
  17. Ng, Soo Boon, Siew, Siew Kim, Regina Joseph Cyril
    MyJurnal
    Starting peace-building in early childhood is crucial as this is the best time to model a harmonious personality as well as exposure to value-based curriculum. Peace-building helps in preventing conflict and violence among peers, at home and in the community. In Malaysia, the elements of moral values such as tolerance, respect and unity are integrated across the National Preschool Curriculum in order to instill the awareness of maintaining peace and unity. This qualitative study aimed to explore the perspectives of the children, parents and teachers regarding peace and peace-building. Instruments in the form of questions were sent to various kindergarten teachers from public and private setting including those from urban and rural areas. Seven preschools responded. Interview of children, parents and teachers were conducted and transcribed through a focal point from each school and sent back to the researchers for analysis. Constant comparative method analysis was used where categories were created. Based on the analysis, children’s perception of peace is predominantly linked to love and orderliness and is within the environment they live in; whereas parents and teachers have more comprehensive and complicated views of peace which is related to harmony and tolerance in a bigger perspective. Children perceived peace-building pragmatically, to them peace-building just happened in everyday living. They perceived cleaning up, helping each other, sharing happiness, listening and cooperating as actions for peace-building. Parents and teachers understood their roles in creating peace for the young children; and unanimously agreed that they must be the role model for the children in creating peace. Parents and teachers believed that the immediate environment children live in must be harmonious, caring, and loving so that they can build up the character of their children who will love and practice peace in their own life. Methodology of peace building adopted by parents and children were mainly dialogue, negotiation and situational learning.
    Matched MeSH terms: School Teachers
  18. Woo JM, Tam CL, Bonn GB, Tagg B
    Front Psychol, 2020;11:1871.
    PMID: 32849098 DOI: 10.3389/fpsyg.2020.01871
    The national school uniform remained a requirement for all primary and secondary school students in Malaysia since its first introduction by the British missionaries in the nineteenth century. Although it is commonly thought that wearing uniforms improve cohesion among students, little research has been done to investigate the perception of national school uniforms and perceived cohesion among Malaysian students. The aim of the current study is to explore the experiences of former students, teachers and school counselors in relation to Malaysia's national school uniform policy, their influence on student life, and their relationship to school and national cohesion. Three studies were conducted. In Study 1, Malaysian secondary school graduates (N = 192) completed a self-report questionnaire with close and open-ended questions. In Study 2 and study 3, secondary school teachers (N = 10) and school counselors (N = 6) participated in semi-structured interviews, respectively. Although students felt the uniforms were unattractive, they had neutral to somewhat positive feelings about them overall. They did not report greater school cohesion or national identity related to uniforms but did report that uniforms lessened the importance of socioeconomic and other differences. Teachers and counselors reported similar views; they did not perceive much influence on national or school identity but did see advantages in terms of discipline and the lessening of student inequality. Generally, teachers and counselors were in favor of school uniforms but some suggested that uniform designs could be more culturally inclusive, particularly in regard to Muslim and non-Muslim students. Limitations of using non-representative sampling and future direction for Malaysian school uniforms were discussed. This study highlights the important characteristics that should be taken into consideration by educators and policymakers for future improvement of the national school uniform policy in Malaysia.
    Matched MeSH terms: School Teachers
  19. Shalinawati Ramli, Idayu Badilla Idris, Khairani Omar, Dzalani Harun, Shahlan Surat
    MyJurnal
    Introduction: Dyslexia, which is a learning disability that affects many aspects of children’s development, has a prevalence of 5 – 17%, worldwide. There are many negative perceptions towards children with dyslexia, and one of it is when there is lack of teachers’ knowledge about this problem. Aim: The objective of this study is to develop and discuss on a newly developed module on dyslexia, i.e. Dyslexia Health Education Module (DHEM) for preschool teachers, Method: This module is developed using the ADDIE model (A-Analysis, D-De- sign, D-Develop, I- Implement, E-Evaluate). The content of DHEM consists of general information for pre-school teachers about dyslexia, identification and intervention for dyslexia among children as well as its mental health implications. Results: The newly developed module was found to have a good content validity with a score of 0.7 when evaluated by eight expert panels from respective fields. The Cronbach alpha’s value for reliability test was 0.90. These findings suggest that this module is good, reliable and applicable. Discussion: It is hoped that with the development of DHEM, this would increase teachers’ knowledge on dyslexia among children in Malaysia, especially in recognizing at-risk children and consequently may lead to early intervention in managing the problem. This study also suggests that future longitudinal studies should be carried out using this module to ensure its effectiveness in the long run.
    Matched MeSH terms: School Teachers
  20. Md Mizanur Rahman, Md Jahirul Karim, Sk Akhtar Ahmad, Mohd. Raili Suhaili, Sharifah Norashikin Wan Ahmad
    Int J Public Health Res, 2011;1(2):25-32.
    MyJurnal
    Background Despite country’s tobacco control law, cigarette smoking by the young people and the magnitude of nicotine dependence among the school personnel is alarming.
    Objective To determine the prevalence of smoking and to examine the determinants of smoking behaviour among the secondary school teachers in Bangladesh.
    Methods A two-stage cluster sampling was used with a selection of schools on Probability Proportional to Enrolment (PPE) size followed by stratified random sampling of government and private schools and then all the teachers present on the day of the survey were selected for the study. The 66-item questionnaire included smoking behaviour, knowledge, attitude, second-hand smoking, tobacco free school policy, cessation, media advertisement and curriculum related topics. Seven additional questions were included to assess the socio-demographic characteristics of the teachers. Data analysis was performed using SPSS 17 software. A total of 60 schools were selected with school response rate of 98.3%. An anonymous self-administered questionnaire was filled in by all teachers present at the day of the survey. The sample consisted of 559 teachers with response rate of 99.5%.
    Results The prevalence of smoking was 17% (95% CI: 14%, 20.4). About half of the teachers (48.4%) smoke daily followed by 25.3% smoke 1-2 days in last 30 days. The mean duration smoking of was 13.7(95% CI: 11.6, 15.9) years. Logistic regression analysis revealed that male teachers smoke 37.46(95% CI: 5.078, 276.432) times higher than their female counterparts. The graduate teachers were 2.179(95% 1.209, 3.926) times more likely to be smoke than master’s degree holder teachers. Smoking by friends appeared to be the strongest predictor for teachers smoking behaviour (OR 4.789, 95% CI: 1.757, 13.050). However, no statistically significant association was found between type of school, second-hand smoking and curriculum related factors and smoking behaviour of the teachers (p>0.05).
    Conclusions Prevalence of smoking among the teachers is high in Bangladesh. Effective smoking prevention program should take into account within the dominant of socio-environmental influence to reduce smoking behaviour. The school curriculum items had less impact in preventing smoking behaviour.
    Matched MeSH terms: School Teachers
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