Road Safety remainsone the most important issuesaffecting educational institutions especiallythe school. The prevalence of road accidentsin recent news reportsunderlines the importance of this issue. Such accidents involving school pupils have further escalated this concern. As such,safety awareness among school teachersis crucial in order for them to identify the suitable methods to prevent more road accidents in future. This study was conducted to analyse teachers’ awareness of road safety in school to gauge the training requirementson road safety. Road safety education and training in school is just as important as improving safety for road users outside schools. For this study, a set of survey questionnaire wasdistributedto 400 school teachers from 111 schools randomly selected from the 10 District Education Offices in Kelantan. Results were then analysed using Statistical Package for the Social Sciences (SPSS). From the results, 40% of respondentswere male and 60% of them were female. Descriptive analysis showed that school teachers understood road safety as 90% of them possessed basic safety knowledge, while 10% of them lacked basicknowledge on road safety. However, they did not implement safety practice that may have contributed to unfortunate eventshappening outside of school including road accidents as reported in the news. This study suggests that school teachers must undergo road safety training to promote and improve road safety in school.With higher awareness and more information about the road safety, the teacherscould create a safer environment in their school. Undoubtedly, teachers have a vital roleto ensure safety of their pupils and their commitment will likely reduce the number of road accidents.
Road ; Safety ; Accident ; Awareness ; Teachers ; Training

The challenges to the teaching of undergraduate pathology include adapting to the ever-evolving medical curriculum and the emergence of new teaching technologies. Nevertheless, pathology remains the crucial bridging medical discipline, with the pathology teacher playing an important role in consolidating the basic medical sciences and leading in the clinical disciplines. In this report, variations of case-based teaching of undergraduate pathology are discussed. These can be used in pathology lectures, tutorials and practical sessions, both traditional and computer-based. They contribute to the pathology teacher's repertoire of teaching tools and help add relevance and zest during class.
Pathology processes ; Teaching aspects ; TEACHERS ; Methodology ; seconds

Vision impairment when undetected early can affect the social and mental development of a child. Early detection of visual impairment can provide better prognosis and can be conducted through vision screening at pre-school. Vision screening performed using pre-school teachers would allow cost and time savings while providing greater access to perform this screening. The objective of this study was to determine the effectiveness of vision screening conducted by pre-school teachers. A total of sixty pre-school teachers from KEMAS Tabika’s and Taska’s in the Klang Valley were randomly selected and divided into two groups i.e. a Study Group and a Control Group. The Study Group was given participative and handson vision screening training whereas the Control Group was only given brief verbal instructions on conducting the screening. Each of these pre-school teachers was asked to conduct vision screening on 15 pre-school children aged 4 to 6 years old. Trained optometrists then repeated the vision screening on the same children. The results showed that there was a higher validity in the vision screening findings from the Study Group (sensitivity = 79%, specificity = 95%) compared to the Control Group (sensitivity = 26%, specificity = 95%). The level of agreement concurrence between the pre-school teachers in the Study Group and the optometrist was high for all tests (AC1 ≥ 0.89). In conclusion, the vision screening program conducted by pre-school teachers was effective but needed proper training for the screeners. This program is seen to be able to empower pre-school teachers using vison screening techniques to allow them to identify pre-school children with vision impairment who would then require further examination and management by an eye-care professional. This program would be able to reduce the prevalence of vision impairment among pre-school children in Malaysia in the long term.
Pre-schooler ; vision screening ; vision impairment ; early detection ; teachers

OBJECTIVE: To determine the presence or absence of gross laryngeal or vocal cord pathology during endoscopic examination and determine if there is a relationship between these findings, the number of years in teaching, and the presence of other risk factors among teachers in a public secondary school in Bacolod City.

DESIGN: Cross-sectional Study

SETTING: Secondary Public School in Bacolod City, Philippines.

PARTICIPANTS: A total of 50 school teachers participated in the study conducted from July 2016 to May 2017. They completed a questionnaire on demographic data, professional profile and lifestyle profile and underwent laryngoscopic examination.

RESULTS: The most common pathologic laryngoscopic findings were vocal fold nodule (12%), swollen arytenoids (10%), paretic vocal cords (6%) aqnd epiglottic mass (6%). There was no significant relationship between laryngoscopic findings and number of years teaching (X2 = 0.103, df = 1, p = .748). However, there was a significantrelationship between laryngoscopic, smoking (X2 = 6.419, df = 1, p = .011) and daily water intake (X2 = 10.208, df = 2, p = .006).

CONCLUSIONS: Results of this study suggest that in terms of voice care, public school teachers may benefit from avoidance of smoking and increased water intake.

Human ; Male ; Female ; School Teachers ; Hoarseness ; Voice ; Vocal Cords ; Laryngoscopy

Background and Objective: In addressing vaccine acceptance, teachers may play a pivotal role as educators and models of behavior, as they serve as reliable sources of information. Thus, this study aimed to determine the association between knowledge and risk perception of teachers and their acceptance of the COVID-19 vaccine. Methodology: This study utilized an analytic, cross-sectional design. Seven hundred and seven public secondary school teachers in Manila City, Philippines accomplished the online self-administered questionnaire. The study was guided by the Health Belief Model (HBM). Multiple logistic regression was used to determine the factors associated with acceptance of the COVID-19 vaccine. Results: Respondents had a high knowledge on COVID-19 mode of transmission (95.2%), signs and symptoms (92.9%), diagnosis (57.6%), treatment (98.9%), and prevention (92.2%). They had a high risk perception (>69.2%) pertaining to four constructs (Perceived Susceptibility, Perceived Severity, Perceived Benefits, Cues to Action) of the HBM. Low risk perception of barriers was observed (66.1%). The majority (92.5%) are willing to accept the COVID-19 vaccine. Respondents who teach health-related subjects (94.4%) garnered more vaccine acceptors compared to teachers of non-health-related subjects (91.6%). After adjusting for sex, age, highest educational attainment, and subjects taught, Cues to Action remained to be associated with COVID- 19 vaccine acceptance. Conclusion Although high levels of knowledge and risk perceptions were observed, only Cues to Action had a significant association with COVID-19 vaccine acceptance. Hence, they need external cues, from physicians or the Food and Drug Administration, to accept the COVID-19 vaccine.
COVID-19 Vaccines ; Health Belief Model ; School Teachers ; Knowledge

OBJECTIVES

While the chronically overburdened state of public school teachers in the Philippines is well-established, little is known about how they specifically provide ‘care’ and attend to their students’ health in the workplace. This article addresses that knowledge gap by illustrating the many forms of ‘health work’ undertaken by public school teachers on a daily basis, and analyzing the concrete challenges they face in doing such work. In so doing, this article provides a qualitative construction of school teachers as ‘health workers’ in the country.

METHODS

This article draws from two focus group discussions conducted in Southern Luzon and Eastern Visayas between November 2018 to May 2019, as part of a multi-sited study on the health-related challenges faced by lowand middle-income Filipinos. A total of 19 teachers participated in those two discussions. We used the principles of thematic analysis to code and analyze the discussion transcripts.

RESULTS

Teachers regularly fulfill various tasks that can be considered health work, including measuring students’ anthropometrics; supervising and administering government programs like deworming, feeding programs, and vaccinations; providing first-aid and various forms of immediate medical attention; addressing students’ mental and psychological health concerns; and working with students’ families in ways that resemble social work. However, the study participants largely considered themselves unqualified to do health work, often sacrificed their own personal health and interpersonal relationships to take on the additional burden of health work, and felt they received insufficient institutional support.

CONCLUSION

Doing health work not only takes away from actual teaching time, but also comes at the expense of teachers’ own health. Hiring the appropriate personnel to conduct health work and improving legal safeguards are possible solutions to ameliorating the present working conditions of teachers. Yet, the larger and more long-term conversation demands the prioritiziation of teachers’ well-being and overall quality of life, and recognizing the cruciality of a healthy work-life balance for them. Future studies should involve more diverse geographic sites and teacher populations, and utilize more focused forms of analysis (e.g., comparative, policy-driven).

Human ; School Teachers ; Healthcare Workers ; Health Personnel ; Philippines

BACKGROUND: Physical activity levels are low among adolescents in Morocco; however, the influences on physical activity behavior of adolescents have not yet been explored in a qualitative study. Here, we explored potential social-ecological barriers and facilitators of physical activity in Moroccan adolescents with the goal of developing a successful intervention program aimed at improving their physical activity level. METHODS: For this study, we conducted 17 focus group discussions (100 participants, composed of 56 adolescents, 26 parents, and 18 teachers from two middle schools in Taza city, Morocco). Discussions during focus groups were facilitated by a semi-structured interview guide. Guide questions were underpinned by the social-ecological model as a theoretical framework. Data analysis was carried out by two coders using thematic analysis. RESULTS: We found that barriers and facilitators of physical activity in adolescents are organized into six themes that belong to different levels of the social-ecological model. Three themes belonged to the intrapersonal level (perceived motivating and limiting factors, physical activity awareness, and time constraints), two themes were classified into the interpersonal/cultural level (social support and gender and cultural norms), and one theme belonged to the environmental level (access to opportunities). Most of the themes were at the individual level, with each theme including both barriers and facilitators. CONCLUSIONS Adolescent participation in physical activity can be facilitated or hampered by many factors. Results from the focus group discussions showed that these factors belonged to different levels of the social-ecological model, but most were at the individual level. Our findings have several implications. First, they may offer suggestions for a tailored intervention program aimed at improving adolescent physical activity. Second, they can improve quantitative research by enriching the battery of questions of physical activity instruments (e.g., a question related to physical disability). Third, the proposed thematic map can contribute to understanding interactions and causal pathways in the social-ecological model.
Adolescent ; Adolescent Behavior ; psychology ; Exercise ; psychology ; Female ; Focus Groups ; Humans ; Male ; Morocco ; Parents ; psychology ; Qualitative Research ; Risk Factors ; School Teachers ; psychology ; Social Environment ; Students ; psychology

BACKGROUND: School teachers have a possibility toward at-risk Internet addiction (IA) due to increased opportunities to use the Internet, along with the spread of the Internet in recent years. Burnout syndrome (BOS) is found to be one of the symptoms related to unhealthy mental health, especially among teachers. This study aims to research the relationship between at-risk IA and the Internet usage or BOS by conducting a nationwide cross-sectional survey and examining the factors associated with IA. METHOD: This study was a cross-sectional survey by anonymous questionnaire. This survey was a random sampling survey of junior high schools across Japan in 2016. The participants were 1696 teachers at 73 schools (response rate in teachers 51.0%). We asked participants for details of their backgrounds, Internet usage, the Internet Addiction Test (IAT) by Young, and the Japanese Burnout Scale (JBS). We divided the participants into either the at-risk IA group (IAT score ≧ 40, n = 96) or the non-IA group (IAT score < 40, n = 1600). To compare the difference between at-risk IA and non-IA, we used nonparametric tests and t test according to variables. To analyze the relationship between the IAT score and the scores of three factors of the JBS (emotional exhaustion, depersonalization, and personal accomplishment), we used both ANOVA and ANCOVA, adjusted by relevant confounding factors. To clarify the contribution of each independent variable to IAT scores, we used multiple logistic regression analysis. RESULTS: In our study, at-risk IA was associated with using the internet many hours privately, being on the Internet both on weekdays and weekends, playing games, and surfing the Internet. In the relationship between IAT score and BOS factor score, a higher score for "depersonalization" had a positive relationship with at-risk IA, and the highest quartile for "decline of personal accomplishment" had a lower odds ratio with at-risk IA by multiple logistic regression analysis. CONCLUSION We clarified there is a significant relationship between at-risk IA and BOS among junior high school teachers in a nationwide survey. Our results suggest that finding depersonalization at the early stage may lead to the prevention of at-risk IA among teachers. Those who are at-risk of IA may feel personal accomplishment through use of the Internet.
Adult ; Analysis of Variance ; Behavior, Addictive ; psychology ; Burnout, Psychological ; psychology ; Cross-Sectional Studies ; Humans ; Internet ; Japan ; Male ; Middle Aged ; Personal Satisfaction ; Risk Factors ; School Teachers ; psychology ; Schools ; Surveys and Questionnaires