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School teachers routinely work with minors who are vulnerable, though research on teacher professional misconduct is limited. Using a 5-year cohort of cases (N = 325) from New Zealand’s Teachers Disciplinary Tribunal (2018–2022), this study describes tribunal processes and outcomes including types, setting (private/professional) and sector (Early childhood education/primary and secondary education) of the misconduct, pleas, and penalties ordered. Physical violence constituted the most frequent (51.5%) type of misconduct, with early childhood education and female teachers being independently associated with this type of misconduct. Primary/secondary and male teachers were overrepresented in boundary violation misconduct. Misconduct related to criminal convictions was significantly more likely to arise from private life contexts. While professional misconduct is rare, findings from the study point to risk factors in certain settings, and the need for more research to build understanding of risk and remediation approaches after such conduct. [ABSTRACT FROM AUTHOR]

Introduction: Throughout the school day, teachers often endure extended periods of standing, resulting in frequent experiences of pain and muscle fatigue by day's end. The purpose of this study was to identify the effectiveness of a prototype of vibrating insole on muscular activity on teachers. Materials and methods: A total of 124 female school teachers participated in this study. During a one-hour classroom teaching session, school teachers were randomly assigned to either the experimental group or the control group. Throughout the hour-long session, wireless surface electromyography (sEMG) sensors were used to continually monitor the muscles in the right and left legs. Results: During the one-hour prototype testing, compared to control group, participants in the experimental group showed a reduction in muscle activity exertion ranging from 13% to 16% in both the tibialis anterior and peroneus longus muscles of the right and left legs. Moreover, there were significant changes of muscle activity exertion among school teachers, χ² (15) = 289.94, p<0.001 within testing period. Conclusion: The study revealed a significant decrease in muscle activities, especially the feet, demonstrating a gradual adaptation to the vibration effects from the insole prototype. This contributed significantly to lower leg comfort during teaching sessions. As a result, the vibrating insole prototype was well-received by school teachers and had a positive impact on their feet comfort throughout the experimental testing session. [ABSTRACT FROM AUTHOR]

Introduction: Epistaxis is commonly referred to as nosebleeds. The age range in which it most frequently manifests itself is three to eight years old. One of the primary settings for pediatric epistaxis is schools since kids can get accidental injuries while playing. The security and welfare of the pupils in school are the teacher's concerns. So, the teachers must be aware of the correct basic first-aid protocols. This study aims to assess the awareness of handling of epistaxis first aid in schools. Methodology: The study participant's responses were gathered using a pre-tested semi-structured questionnaire. Statistical analysis was done and the significance of the results was assessed Results & Conclusion: The majority of participants felt confident when it came to managing epistaxis, despite the fact that they had not received any formal training and simply possessed only an average understanding of the subject, lacking detailed insights and intricacies related to its first aid treatment. This underscores the fact that they were overestimating their knowledge and expertise in this domain. Therefore, educators, who are typically the initial responders to pediatric epistaxis in schools, have a limited or inadequate understanding and familiarity with the appropriate first aid protocols. Further studies scaling larger populations and propagating awareness in institutes related to children especially through means of live demonstrations and workshops can advance first aid management during emergencies. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to determine the knowledge and attitude regarding management of tooth avulsion injuries among school teachers in Abha city, Saudi Arabia Methods: A cross-sectional study was conducted with a sample of 120 male school teachers, who had an extended contract period with the school students in 14 selected governmental primary schools at Abha, Saudi Arabia. All Saudi male teachers currently employed in male primary schools of the study region were included. Convenience sampling technique was employed for the enrollment of participants. A 10-item questionnaires was developed and translated into the local vocabulary (Arabic) and then back again to English to make sure that the translated edition provides proper meaning. The content validity and reliability was calculated and assessed. The sampling method utilized in the current study was convenience sampling, and the questionnaires was distributed to all the 120 government school teachers and collected back again on the same day time. Data collected was put through both descriptive and analytical statistical measurements that was used to spell out the primary variables by SPSS 18 (IBM Corporation, Armonk, NY, USA) software. The statistical significance for the coefficients in the statistical analyses was undoubtedly be tested at 0.05 (≤ 0.05) level. Results: When question was asked to whom they will contact as first place in the event of avulsion injury, 42 (35%) said they will contact dentists, 29 (24%) will contact general hospital, 35 (29%) will contact school dental service clinic and only small portion 14 (12%) were neutral to this question. Majority of Participants nearly half of participants ie., 58 (48%) said that they will do immediately manage the urgency in seeking professional assistance following an avulsion dental injury. Most of the participants ie., 85 (71%) said they will hold the avulsed tooth by crown and 24 (20%) said they will held by root. Various answers were received when the question was asked regarding the transport medium for an avulsed tooth, they responded as follows sterile gauze (16%), hand (15%), mild (35%), patient's saliva (10%), saline (18%) and water (6%). Conclusions: The present results revealed considerably satisfactory knowledge of the Saudi school teachers regarding the knowledge of dental trauma and tooth avulsion injuries. The most efficient method to improve the knowledge of school health teachers needs to be further studied. [ABSTRACT FROM AUTHOR]

BACKGROUND: Teachers' health behaviors and mental well‐being are important for their chronic disease risk and reducing burnout. This study investigates the health‐related behaviors and psychological distress of Australian teachers compared with other occupations. METHODS: Data from the nationally representative Australian National Health Survey (NHS) were analyzed. Employed adults (20‐64 years) from 2014/2015 (n = 8455), 2017/2018 (n = 9130), and 2020/2021 (n = 5753) survey waves were included. Logistic regression, adjusted for demographics, compared health‐related behaviors (eg, physical activity, diet), and psychological distress among teachers, nonteacher professionals (NTPs; eg, accountants, doctors), and other general occupations (eg, laborers, beauticians). RESULTS: After adjusting for demographics and survey wave, teachers had similar odds as NTPs for meeting physical activity (OR: 1.12, 95% CI: 0.90‐1.41), vegetable intake (OR: 0.72, 95% CI: 0.52‐1.00), and alcohol consumption (OR: 1.01, 95% CI: 0.83‐1.22) guidelines. However, teachers exhibited higher psychological distress (OR: 1.35, 95% CI: 1.01‐1.75). Elevated psychological distress levels were observed in all groups in 2020/2021, compared with pre‐COVID‐19. CONCLUSIONS: Compared with NTPs, teachers showed similar or better health‐related behaviors, although teachers had higher levels of psychological distress. School executives and policymakers need to implement sustainable measures to prioritise teachers' mental wellbeing. [ABSTRACT FROM AUTHOR]

Objectives: The study aimed to measure the degree of employing teachers in the schools of the northeastern Badia in Jordan for artificial intelligence applications in blended education. And to find out whether there are any statistically significant differences in the response of the sample individuals according to the following variables: (gender, educational qualification, years of experience). Methodology: The descriptive survey approach was used, and a questionnaire was applied to a sample of (1250) male and female teachers in the schools of the eastern Badia. Statistical analysis was done using Statistical Package for Social Sciences (SPSS). Findings: The results showed the degree of employment of teachers in the schools of the northeastern Badia in Jordan for artificial intelligence applications in blended education from their point of view is moderate, as the overall arithmetic mean for the questionnaire items was (2.98), with a standard deviation of (0.85). Implications: This study helps teachers in the schools of the northeastern Badia in Jordan to identify training needs in the use of artificial intelligence application techniques. It also helps the competent managers in how to reduce the obstacles that may prevent the optimal benefit from activating artificial intelligence applications in the workplace and draw the attention of decision-makers in the educational process to the importance of developing curricula in light of employing artificial intelligence applications. Conclusions: The study recommended providing special training programs specialized in artificial intelligence applications and their use in education in general and blended education in particular, and calculate them in the teacher ranking system within professional development programs. [ABSTRACT FROM AUTHOR]

Objective: Dental trauma poses a significant threat to the oral health and well-being of school-aged children worldwide. Prompt and appropriate management of dental trauma is crucial to prevent infection, abscess formation, and pulp necrosis. Methods: The descriptive cross-sectional study was carried out among 320 male and female teachers via cluster random sampling from October 2023 to May 2024 to assess the level of knowledge among school teachers regarding emergency management of dental injuries, to evaluate the preparedness of school teachers in handling dental injuries in the school setting and to determine the association between demographics with knowledge and preparedness regarding emergency management of dental injuries. Data was collected about socio-demographic characteristics and emergency preparedness for dental trauma. Results: Out of 320 individuals, the level of the teachers' knowledge was moderate (53.3%). Only a few teachers were found to have undergone first-aid training in TDI (19.4%) and to have encountered TDI incidents (21.9%) before. 93(50.5%) females correctly identified fracture (p-value 0.014). A significant association was observed for identifying fractured teeth and managing avulsed teeth with first aid training with a p-value of 0.017 and 0.008 respectively. A significant association was observed between the age group 41-50 years and the Importance of seeking emergency management for dental trauma (p-value 0.018) and knowledge status (p-value 0.007).52.3% of teachers correctly identified a solution for washing a re-implanted tooth(p-value 0.000).46% of teachers whose service span was more than 19 years, had better self-rated knowledge( p-value 0.002) Conclusion: A moderate number of teachers had adequate knowledge among school teachers regarding dental trauma management. While a substantial proportion of teachers exhibit a commendable understanding and readiness to address dental emergencies, there remains a notable gap between certain aspects of knowledge and preparedness. [ABSTRACT FROM AUTHOR]

ABSTRACT: Background: Schools have to ensure student safety and well-being. However, medical emergencies involving injuries are common, requiring teachers to provide prompt first aid before professional care arrives. This study assessed knowledge and awareness of first aid among school teachers to identify areas needing improvement. Methods: This cross-sectional study surveyed 371 teachers from the eastern region primary schools using a standardized questionnaire assessing first aid knowledge across areas like bleeding control, fractures, seizures, choking, and burns. Demographic factors were analyzed for correlations with knowledge levels. Pearson's Chi-square tests analyzed bivariate relationships comparing correct knowledge identification percentages across teacher sociodemographic. The level of statistical significance was at a P value <0.05 across tests. Results: Only 157 teachers felt able to appropriately handle medical emergencies. Major knowledge gaps existed regarding airway obstruction and chemical injuries, with 168 unable to identify correct responses for choking first aid and 105 unsure of chemical burn management steps. Appropriate fracture management was lacking, with just 70 correctly endorsing nose pinch for nosebleeds. Cardiopulmonary resuscitation knowledge was inadequate, with 57 of teachers unaware of the basics. Teachers demonstrating higher knowledge levels overwhelmingly had prior first aid training (153, 66.5%) compared to untrained counterparts (89, 63.1%). Conclusion: The study revealed poor first aid knowledge among elementary school teachers for effectively managing child emergencies. Strategies enhancing delivery must address barriers around training access, knowledge attrition, and variability in baseline skills through sustainable system-wide policies applied nationally. Fulfilling schools' ethical obligations toward maintaining student safety requires urgent reforms to bolster emergency preparedness. [ABSTRACT FROM AUTHOR]

Objective: As key stakeholders in educational settings, teachers' awareness on Urinary Tract Infections (UTI) will ultimately enhance its management in schools and community. This study aimed to assess the level of knowledge, attitudes, and practices (KAP) on UTIs among teachers in Sri Lanka. Materials and methods: Conveniently selected 373 school teachers were assessed using a pre-tested questionnaire. Each of the individual was scored and categorized as either satisfactory or poor. Descriptive statistics and chi-square tests were performed to describe the outcomes. Results: Around 80% of respondents demonstrated awareness regarding the microbial origin of UTIs, while 42% possessed knowledge of women's increased susceptibility to UTIs. Over 90% of participants had favorable attitudes toward drinking adequate amounts of water, personal hygiene, and consulting doctors for UTI symptoms. Each inquiry demonstrated significant disparities between individuals with satisfactory and poor attitudes (p = 0.000), with over 95% adhered to effective hygiene practices as a preventive measure against UTIs. The demographics of the participants did not show any significance over the KAP results of the study (p < 0.05). Conclusions: The study revealed satisfactory levels of awareness and favorable attitudes among respondents on UTIs. However, there is a further need for increased awareness, specifically regarding the risk factors associated with UTIs. [ABSTRACT FROM AUTHOR]

Introduction Teachers are a high-risk group for the development of vocal dysfunction, as they use voice extensively in their profession. Objective To know the prevalence and risk factors associated with voice strain in teachers. Methods A cross-sectional study was conducted among schoolteachers in Chitwan, Nepal. The Voice Handicap Index questionnaire was used as a survey tool. Result A total of 315 teachers were enrolled in the study. The mean age of the participants was of 36.7 years. Teachers from public schools, primary grade classes, > 50 pupils in the classroom, > 24 hours of classes per week, dust in class, and recurrent tonsil problems were associated with various degrees of vocal handicap. Conclusion There is a high prevalence of voice disorder among teachers. A holistic approach, which includes teacher education regarding voice care during their work and management of their voice handicap by taking into consideration different risk factors, must be adopted. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the perception of elementary school teachers about voice disorders and associated factors. Methods: This is a cross-sectional study with the participation of 77 elementary school teachers from five municipal schools in Cuiabá-MT. The Vocal Production Condition Questionnaire - Teacher was applied to collect sociodemographic data, work organization and environment, lifestyle, health status and satisfaction with one's own voice; and the Voice Disorder Screening Index was used to assess the perception of vocal symptoms and voice disorders. Absolute and relative frequencies of the variables were calculated and bivariate and multiple analyses were performed using Poisson Regression. Results: Voice disorders were perceived by 49.35% of the teachers, and the most frequent symptoms were dry throat, throat secretion, hoarseness and tiredness when speaking. The risk factors associated with voice disorders were repetitive work (PR=1.81; 95%CI: 1.15-2.82), frequent heavy lifting (PR=1.84; 95%CI: 1.20-2.80) and dissatisfaction with one's own voice (PR=2.55; 95%CI: 1.52-4.28). Working in two or more schools was considered a protective factor (PR=0.57; 95%CI: 0.35-0.92). Conclusion: Elementary school teachers reported voice disorders with the occurrence of vocal symptoms and factors associated with work. Given the results, it can be inferred that the practice of health-promoting actions is essential for this population to improve living and working conditions. [ABSTRACT FROM AUTHOR]

Aims: The current study assessed school teachers' knowledge, attitudes, and practices regarding emergency dental trauma management in Visnagar, Gujarat. Settings and Design: The cross-sectional survey required participants to complete a validated, closed-ended self-administered questionnaire. Subjects and Methods: The questionnaire, which consisted of 15 questions, was completed by 326 primary and secondary school teachers. Demographic information, knowledge about the teeth most commonly affected by trauma, emergency care, and attitudes toward storage media, etc. were included. This questionnaire also tested the willingness of teachers to participate in future dental trauma management workshops. Statistical Analysis Used: An Excel spreadsheet was used to methodically collect and compile the data, which was then subjected to a statistical analysis using SPSS version 20.0. (Chicago, IL, USA: IBM Company, SPSS Inc.) The descriptive data were percentage-based. The Chi-square test was used to do inferential statistics. Results: Among 343, a total of 326 (95.04%) school teachers responded. Forty percentage of teachers possess knowledge regarding the emergency treatment of dental trauma, 47.90% of teachers were aware about pedodontists, and 93% of teachers showed a willingness to participate in training. Conclusions: The current survey findings indicate that educational activities should be developed to improve preschool teachers' awareness of the need to treat traumatized teeth at once. [ABSTRACT FROM AUTHOR]

Study design: Crosssectional Background:Diabetes mellitus type 1 (DM) is a serious chronic disease, with incidence rates ranging from 64/100,000 to 0.1/100,000 per year in various countries. A study of school-aged children in Istanbul, Turkey, discovered a frequency of 0.67/1 000. The prevalence of type 2 diabetes has also increased in school-aged children, accounting for 10-40% of adolescent diabetics. Diabetes is a disorder that necessitates ongoing monitoring of individuals. Early detection and appropriate management will lower the likelihood of illness consequences. Given that school-aged children spend the majority of their time at school, instructors can play an important role in the monitoring of diabetic students. Methods:In this cross - sectional study data was collected by the purposely constructed questionnaire. Questionnaire composed of the demographic items and items related to the DM and teacher’s awareness regarding DM. Questionnaire was constructed after the series of discussions between the panel of experts this panel composed of from subject specialist, researcher, language expert. Cronbach alpha of the questionnaire was calculated. Results:39.7% considered DK is an emergency situation, 8.52% only believed that DK will effect kids only, taking multiple dose of insulin is the major risk factor, in emergency 56.82% will call the ambulance. Conclusion:There is a need for programs to educate teachers on diabetes and its management, as well as their roles in managing diabetic children in schools. Having a trustworthy source of DM knowledge for teachers will help them enhance their KAP level and increase their confidence in sharing and using their KAP. [ABSTRACT FROM AUTHOR]

Teacher's lifestyle behaviours are important because they lead to positive health outcomes for teachers themselves and because teachers model behaviour to their students. This cross-sectional study examined the lifestyle behaviours of a large sample of teachers in New South Wales (NSW), Australia and assessed the association between work-related factors and lifestyle behaviours. From February to October 2021, data were collected on the lifestyle behaviours, work-related factors and socio-demographics of primary and secondary school teachers in NSW, via an online survey. Associations between individual work-related factors and lifestyle behaviours were modelled using logistic regression and adjusted for sex, age, number of children and geographic location. Most of our survey sample (n  = 1136) were women (75%) and 53% were reported as having overweight or obesity. Only 23% of teachers met the recommended physical activity guidelines, 39% met fruit intake guidelines, 9% met vegetable intake guidelines and 58% met healthy sleep guidelines. Most teachers (78%) met the recommendation of sugar-sweetened beverage consumption, 89% were not current smokers, but only 46% met the recommended alcohol consumption guidelines. Hours worked, teaching load, school sector and teacher role were associated with one or more lifestyle behaviours after adjusting for the demographic variables. This study highlights the need for additional support to improve the health-related behaviours of teachers in NSW. Policymakers should recognize the negative impact of high workloads on teachers' health-related behaviours, increasing their risk of chronic disease. [ABSTRACT FROM AUTHOR]

Our study compares the sensitivity, specificity and cost of visual acuity screening as performed by all class teachers (ACTs), selected teachers (STs) and vision technicians (VTs) in north Indian schools. Prospective cluster randomized control studies are conducted in schools in a rural block and an urban-slum of north India. Consenting schools, with a minimum of 800 students aged 6 to 17 years, within a defined study region in both locations, were randomised into three arms: ACTs, STs or VTs. Teachers were trained to test visual acuity. Reduced vision was defined as unable to read equivalent of 20/30. Optometrists, who were masked to results of initial screening, examined all children. Costs were measured for all three arms. The number of students screened were 3410 in 9 ACT schools, 2999 in 9 ST schools and 3071 in 11 VT schools. Vision deficit was found in 214 (6.3%), 349 (11.6%) and 207 (6.7%), (p <.001) children in the ACT, ST and VT arms, respectively. The positive predictive value of VT screening for vision deficit (81.2%) was significantly higher than that of ACTs (42.5%) and STs (30.1%), (p <.001). VTs had significantly higher sensitivity of 93.3% and specificity of 98.7%, compared to ACTs (36.0% and 96.1%) and STs (44.3% and 91.2%). The cost of screening children with actual visual deficit by ACTs, STs and VTs, was found to be $9.35, $5.79 and $2.82 per child, respectively. Greater accuracy and lower cost favours school visual acuity screening by visual technicians in this setting, when they are available. [ABSTRACT FROM AUTHOR]

Background: School education is an important part of child's overall growth. But, during the process of attaining school education, children are burdened with heavy back packs which can cause serious health issues. Objectives: The objectives of the study were to assess the knowledge and attitude of school teachers about the ill effects of carrying heavy back packs in children. Materials and Methods: A school based cross sectional study was done among 264 school teachers teaching 6th to 8th standard selected through multistage stratified random sampling technique from selected schools of Kanyakumari district from May 2022 to May 2023. Data collected using a predesigned pre tested and self-administered questionnaire was entered into MS Excel and was analysed using SPSS version 26.0. Results: The results revealed that only 31.8 % of the school teachers knew that the ideal proportion of back packs, 56.4 % knew that the heavy bag packs can cause headache, neck pain and leg pain, 49.2 % knew that it causes shoulder pain and 43.6% knew that it causes back pain in students. For questions on attitude, 20.5 % and 42% of them agreed that heavy back packs can be a reason for tiredness and that it can cause mental stress, respectively. Conclusion: While only half of the participants were knowledgeable about the physical effects of heavy back packs in students, less than half of them were of the attitude that it can have mental and emotional effects. [ABSTRACT FROM AUTHOR]

This article evaluates data from a case study involving five third-generation Mexican American teachers who work in an urban school district in Central Texas. The study analyzes their social capital and their culturally responsive connections with immigrant, first-, second-, and third-generation Mexican American students' in and out-of-school experiences. For this case study, I analyzed data collected from individual pre-COVID19 face-to-face interviews and field observations to study their individual perceptions about their culturally responsive connections with Mexican American students from diverse generational backgrounds. Moreover, data analysis indicate that the teachers' cultural and ethnic advocacy inform their identities as culturally responsive teachers. [ABSTRACT FROM AUTHOR]

Teaching is a high-demand profession where teachers encounter work-related and distinct emotional turmoil of differing intensities while instructing and interacting with students. Teachers' occupational wellness is compromised because of these experiences, which frequently lead to high levels of stress that exacerbate burnout. This empirical study is novel in addressing the positive psychology mediating and moderating effect between perceived stress and occupational well-being among teachers. Adopting a quantitative research design, a sample of 388 teachers was drawn and analyzed using Smart PLS 4. The findings uncovered that teachers experience multifarious challenges and stressors that negatively impact their occupational well-being. Further, psychological capital partially mediated the relationship; however, coping strategy did not mediate between perceived stress and occupational well-being. Coping strategies partially mediated the relationship between psychological capital and occupational well-being. Lastly, psychological capital significantly moderated the relationship between stress and occupational well-being positively. These results aid the organizations in choosing an approach to practice positive psychology, which in turn creates satisfied teachers with exceptional performance. [ABSTRACT FROM AUTHOR]

Study design: Cross sectional Background:Diabetes mellitus type 1 (DM) is a serious chronic disease, with incidence rates ranging from 64/100,000 to 0.1/100,000 per year in various countries. A study of school-aged children in Istanbul, Turkey, discovered a frequency of 0.67/1 000. The prevalence of type 2 diabetes has also increased in school-aged children, accounting for 10-40% of adolescent diabetics. Diabetes is a disorder that necessitates ongoing monitoring of individuals. Early detection and appropriate management will lower the likelihood of illness consequences. Given that school-aged children spend the majority of their time at school, instructors can play an important role in the monitoring of diabetic students. Methods:In this cross - sectional study data was collected by the purposely constructed questionnaire. Questionnaire composed of the demographic items and items related to the DM and teacher's awareness regarding DM. Questionnaire was constructed after the series of discussions between the panel of experts this panel composed of from subject specialist, researcher, language expert. Cronbach alpha of the questionnaire was calculated. Results:39.7% considered DK is an emergency situation, 8.52% only believed that DK will effect kids only, taking multiple dose of insulin is the major risk factor, in emergency 56.82% will call the ambulance. Conclusion:There is a need for programs to educate teachers on diabetes and its management, as well as their roles in managing diabetic children in schools. Having a trustworthy source of DM knowledge for teachers will help them enhance their KAP level and increase their confidence in sharing and using their KAP. [ABSTRACT FROM AUTHOR]

Cancer is a disease related to people's behavior and can be avoided by adopting healthy lifestyles. The objective was to carry out a theoretical reflection on a guide script for conversations about cancer as educational activity in elementary school. Methods: Qualitative study of reflection that described a guide script for addressing debates about cancer in schools. The guide includes circle conversations involving children and school members. Results: The script has five steps for talking about: (i) cell; (ii) cancer risk factors; (iii) genetics and cancer; (iv) cancer stages; (v) multifactorial origin and role of the school in promoting knowledge for disease prevention. Conclusions: The script puts the issue of cancer in discussion on the school's agenda. Not talking about this with children means depriving them of knowledge, leaving them at the mercy of poorly conceived ideas and unable to make timely and assertive choices. [ABSTRACT FROM AUTHOR]

Objective: This prospective study aimed to evaluate the effects of a health education intervention on cardiovascular disease (CVD) risk factors among school teachers. Methods: The study, conducted from August 2016 to May 2017, involved teachers from four schools in Baruipur, West Bengal, India. It was a multicentric, quasi-experimental study with an intervention group receiving tailored health education promoting lifestyle modifications, while the control group received no intervention. Baseline and endline assessments included behavioural and biological characteristics related to cardiovascular health and risk assessment. Data were analysed using JAMOVI. Results: The intervention group showed significant improvements in physical activity levels [Cohen's d (Cd): 0.43, p = 0.006] and the consumption of fruits and vegetables (Cd: 1.00, p = < 0.001). Notably, there was a considerable reduction in the consumption of salt (Cd: -0.93, p = 0.039), oil (Cd: -0.98, p = < 0.001), fast food (Cd: -0.99, p = < 0.001), junk food (Cd: -0.99, p = < 0.001), and red meat (Cd: -1.00, p = < 0.001) among participants. However, there were no significant improvements in biological characteristics within the intervention group. In contrast, the control group exhibited no significant changes in behavioural and biological characteristics compared to baseline. The intervention group showed a minor non-significant reduction (3.0%) in their 10-year cardiovascular risk compared to baseline (Cd: -1.00, p = 0.50), while the control group had a negligible non-significant increase (0.7%) in their cardiovascular risk (Cd: 1.00, p = 1.00). Conclusion: Health education intervention positively influenced behavioural characteristics, such as physical activity and dietary habits, among school teachers. However, no significant improvements were observed in biological characteristics or cardiovascular risk factors. [ABSTRACT FROM AUTHOR]

Objective: This prospective study aimed to evaluate the effects of a health education intervention on cardiovascular disease (CVD) risk factors among school teachers. Methods: The study, conducted from August 2016 to May 2017, involved teachers from four schools in Baruipur, West Bengal, India. It was a multicentric, quasi-experimental study with an intervention group receiving tailored health education promoting lifestyle modifications, while the control group received no intervention. Baseline and endline assessments included behavioural and biological characteristics related to cardiovascular health and risk assessment. Data were analysed using JAMOVI. Results: The intervention group showed significant improvements in physical activity levels [Cohen's d (Cd): 0.43, p = 0.006] and the consumption of fruits and vegetables (Cd: 1.00, p = < 0.001). Notably, there was a considerable reduction in the consumption of salt (Cd: -0.93, p = 0.039), oil (Cd: -0.98, p = < 0.001), fast food (Cd: -0.99, p = < 0.001), junk food (Cd: -0.99, p = < 0.001), and red meat (Cd: -1.00, p = < 0.001) among participants. However, there were no significant improvements in biological characteristics within the intervention group. In contrast, the control group exhibited no significant changes in behavioural and biological characteristics compared to baseline. The intervention group showed a minor non-significant reduction (3.0%) in their 10-year cardiovascular risk compared to baseline (Cd: -1.00, p = 0.50), while the control group had a negligible non-significant increase (0.7%) in their cardiovascular risk (Cd: 1.00, p = 1.00). Conclusion: Health education intervention positively influenced behavioural characteristics, such as physical activity and dietary habits, among school teachers. However, no significant improvements were observed in biological characteristics or cardiovascular risk factors. [ABSTRACT FROM AUTHOR]

This study aimed to assess the levels of physical activity (PA) among elderly teachers. It was an epidemiological, cross-sectional, and analytical web survey conducted with teachers working in public basic education schools. Data collection took place between October and December 2021 through an online form. The dependent variable was physical activity practice, classifying teachers as either physically active or inactive. Descriptive, bivariate, and multiple analyses were performed using Poisson Regression with robust variance. A total of 1907 teachers participated in the study, of whom 5.6% were elderly, ranging in age from 60 to 72 years. Regarding PA practice, elderly teachers were found to be more physically inactive compared with adult teachers (PR = 1.18; 95% CI = 1.04; 1.34). Conclusion: A statistically significant difference in PA practice was observed between adult and elderly teachers, indicating that elderly teachers are more physically inactive. [ABSTRACT FROM AUTHOR]

Introduction: School health must ensure the comprehensive well-being of the school community, strengthening self-care behaviours and healthy habits through promotion and prevention and through health-related research. The holistic approach that defines Nursing makes the inclusion of the school nurse fundamental in the different educational centres. Objective: To analyse the benefits of the role of school nursing based on their remit to identify the need for nurses in schools. Methodology: Integrative review of the literature and qualitative review based on the indications of the PRISMA statement. The search for publications was carried out in the Web of Science and MedLine databases, selecting those articles published in the last 5 years in English and Spanish. Results: A total of 10 articles were included. Their analysis shows the remit of the school nurse, the perspective that teachers and parents have of the school nurse role, as well as the need it represents to the school community. Conclusions: The presence of the school nurse in educational centres ensures tranquillity and benefits for the community, not only through prevention or assistance activities, but also through health education strategies. Our research has revealed how, despite the fact that there is a firm and concise argument regarding the importance of this role, the fight for its establishment continues. [ABSTRACT FROM AUTHOR]

Background and Objectives: Spiritual health, along with mental, physical, and emotional health, is one of the four dimensions of health, which can increase the level of adaptation of teachers to life events. The present study investigates the mediating role of meaning in life in relationships of responsibility and spiritual health with prospective personalities of competent teachers. Methods: This study used a structural equation model method, and the statistical population consisted of all competent teachers in Ahvaz City, Iran, in 2023. A total of 264 participants were selected via multi-stage cluster sampling. Prospective personality, responsibility, spiritual health, and meaning in life questionnaires were used to collect the data. The data were analyzed through descriptive and inferential statistics, the Pearson correlation coefficient, and structural equation modeling. Results: Spiritual health had positive, significant relationships with prospective personality and meaning in life in competent teachers (P<0.01). Responsibility was significantly related to prospective personality and meaning in life (P<0.01). Furthermore, the relationship between meaning in life and perspective personality in teachers was significant (P<0.001). The indirect paths to perspective personality were found to become significant through meaning in life (P<0.01). Conclusion: The proposed model had a good fit and is a major step toward identifying factors affecting prospective personality in teachers. [ABSTRACT FROM AUTHOR]

This study aimed to identify educational readiness and willingness of teachers affiliated to the Ministry of Education to use critical thinking in their teaching, in Saudi Arabia. To achieve the study objectives, the descriptive survey method was adopted, and a questionnaire was used to collect data from the study sample which consisted of (733) male and female teachers, randomly selected from education directorates of Makkah, Jeddah, Taif, Al-Baha, Asir, Jazan, and Najran. The questionnaire included three main dimensions;and after testing its validity, and reliability, it was administered to the sample. The study results showed that teachers’ educational readiness scored a high degree of awareness that would allow achieving the goal of teaching by using critical thinking in schools as a teaching strategy approved by the Ministry of Education. The teachers also showed their understanding of the characteristics, skills and educational effects of the application of the critical thinking strategy in schools. The study recommended conducting future studies on the challenges and advantages of applying the critical thinking strategy from the perspective of students and teachers. [ABSTRACT FROM AUTHOR]

Aim: School teachers face the paradox of being in a privileged position to act in youth mental health prevention, but in a vulnerable position for not receiving adequate training and personal support. Digital interventions can provide unexpensive tools and narrow this gap in a large scale without major structural changes. We aimed to synthesize the evidence for digital mental health interventions for school teachers. Methods: Studies published from any date until August 2022 were identified through a literature search of the MEDLINE, Embase, ScIELO, and Cochrane Central databases. The studies included evaluated digital interventions targeting school teachers to deal with their own mental health or to assist them in the management of students' mental health. Studies that addressed school‐based digital mental health interventions, but directly targeted students, parents, or specifically other professionals were not included. Results: The literature search retrieved 5626 hits and several interventions were described, but only 11 studies fulfilled the inclusion criteria, none of which focused on teachers' mental health. There was some evidence that these interventions improved knowledge about general or specific topics in mental health, and most studies also reported gains in preparedness, confidence, and attitudes towards mental health. Conclusions: The studies identified in this review provide initial support for teacher‐focused mental health digital interventions. However, we discuss limitations regarding study designs and data quality. We also discuss barriers, challenges, and the need for effective evidence‐based interventions. [ABSTRACT FROM AUTHOR]

Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We were able to reproduce the three-factor structure that was shown by the authors when the three items were excluded. Correlation analysis results showed that training that contributes to competencies related to the education of children with disabilities and experience in the implementation of inclusive practice is connected with teachers' self-efficacy. Teachers believe in their professional abilities, knowledge, and skills to work with students with disabilities, but it is necessary to support them in cooperation with experts and parents, as well as to upgrade their skills in behaviour management. [ABSTRACT FROM AUTHOR]

Background: School attendance is a crucial determinant of academic success. Our previous research has identified factors that influence elementary school students' perceptions of attending school, but whether these factors apply to older students remains unclear. We investigated the extent to which the factors identified in the previous research apply to junior high school students and their attitudes toward attending school. Methods: We hypothesized that students' "perceptions of attending school" was directly influenced by their perceptions of "relationships with friends and teachers," "current circumstances," "subjective health status," and "having people to share experiences and thoughts with." We developed an original questionnaire with 19 items and analyzed data collected from 6245 junior high school students in Japan, using a structural equation model. Results: The final model demonstrated a good fit. Students' "positive perceptions of attending school" was directly and positively influenced by their "positive perceptions of relationships with friends and teachers" and directly and negatively influenced by their "perceptions of poorer subjective health status". Other latent variables directly and positively influenced the perceptions of attending school, but not strongly. Students' perceptions of "relationships with friends and teachers," "current circumstances," and "having people to share experiences and thoughts with" correlated positively with each other. These three latent variables also correlated negatively with "poorer subjective health status." Conclusions: The role of positive relationships with friends and teachers in shaping students' perceptions of school attendance, coupled with the negative impact of poorer subjective health status, underscores the need for educators to adopt approaches that specifically address these areas. It is crucial to provide support to students in cultivating positive relationships, fostering positive perceptions of school, and offering resources to those who are encountering mental or physical health challenges. Implementing the evidence-based questionnaire developed in this study is recommended to enhance student support and well-being. [ABSTRACT FROM AUTHOR]

Approximately, 15% of children in Western countries suffer from emotional and behavioural problems. However, not all children receive the psychosocial care they need, especially children with a non-Western background experience an unmet need for care. This might be because parents of non-Western children report a lower need for care than parents of Western children, unrelated to the actual need. This study examined the association between teacher-reported problems and psychosocial care use, independent of mother-reported problems. Further, the role of ethnic background in this association was investigated. The study sample of 9-year-old children was retrieved from the Generation R Study (N = 3084), a prospective, population-based cohort of children born in Rotterdam, the Netherlands. Teacher- and mother-reported problems were measured via questionnaire when the children were 6/7 years old. Psychosocial care use was mother-reported at the research centre when children were 9 years old (8.1%). Hierarchical logistic regressions showed significant positive associations between teacher-reported total, externalising and internalising problems and later psychosocial care use. These associations were independent of mother-reported problems. Children with a non-Western background used less care, but ethnic background did not moderate the association between teacher-reported problems and care use. Our findings suggest that teachers might have an important role, next to parents, in the identification of problems and children's access to care. This may be particularly important for non-Western children, as they use less psychosocial care than Western children, despite other research showing that they generally display higher levels of problems. Directions for future research and implications are discussed. [ABSTRACT FROM AUTHOR]

Background: Dyslipidemia, insulin resistance, hypertension, and abdominal obesity are important determinants of metabolic syndrome (MetS). Ample studies provide statistical data on the prevalence of MetS among the general public. Conversely, there is a paucity of data on the risk of MetS among different sedentary occupational groups. Objective: To assess the risk of MetS among female school teachers and to identify factors contributing to MetS. Methodology: The study was conducted among 256 female school teachers residing in Chennai city. A questionnaire was used to elicit information on the socio-demographic profile, diet pattern, physical fitness, and genetic history of lifestyle diseases. Anthropometric, biochemical, and clinical parameters were measured using standard methods. MetS was diagnosed using the harmonizing definition. Data analysis was done using Statistical Package for Social Sciences software. Results: Results evince that 39.45% of female school teachers were diagnosed with MetS, of which 26.56% had three components, 9.77% had four components, and 3.12% had all components of MetS. Abdominal obesity (99%) and low levels of high-density lipoprotein cholesterol (HDL-C) (96.04%) were the most predominant components. The least common component was diastolic hypertension (32.67%). MetS components were high among school teachers aged 36-45 years and 46-55 years. Age, fasting hyperglycemia, paternal history of hypertension, physical inactivity, eating out, and consumption of refined cereals significantly contributed to MetS (P < 0.05). Conclusion: Results highlight the need to identify high-risk individuals and promote a healthy lifestyle through various intervention programs. [ABSTRACT FROM AUTHOR]

Introduction: Low back pain (LBP) is a key social, economic, and public health problem in the world. The impact of LBP is given less priority and is empirically unrepresented in low- and middle-income countries as a result of the focus on more pressing and life-threatening health issues, including infectious diseases. In Africa, the prevalence of LBP is irregular and increasing among schoolteachers on account of teaching activities performed under suboptimal working conditions. Therefore, the objective of this review was to estimate the pooled prevalence and associated factors of LBP among school teachers in Africa. Methods: This systematic review and meta-analysis was designed based on the PRISMA guidelines. A comprehensive systematic literature search focused on LBP in African school teachers was conducted using the PubMed/MEDLINE, CINAHL, and CABI databases, regardless of publication timelines, from October 20 to December 3, 2022. In addition, gray literature was searched using Google Scholar and Google Search. Data were extracted in Microsoft Excel by using the JBI data extraction checklist. The overall effect of LBP was estimated using a random effect model via DerSimonian-Laird weights. The pooled prevalence and odds ratio of associated factors with 95% CI were computed using STATA 14/SE software. The I2 test and Egger's regression test were used to assess heterogeneity and publication bias, respectively. Results: A total of 585 articles were retrieved, and 11 eligible studies involving a total of 5,805 school teachers were included in this systematic review and meta-analysis. The overall estimated pooled prevalence of LBP in African school teachers was found to be 59.0% (95% CI: 52.0%–65.0%). Being female [POR: 1.53; 95% CI (1.19, 1.98)], being older [POR: 1.58; 95% CI (1.04, 2.40)], being physically inactive [POR: 1.92; 95% CI (1.04, 3.52)], having sleep problems [POR: 2.03; 95% CI (1.19, 3.44)] and having a history of injury [POR: 1.92; 95% CI (1.67, 2.21)] were factors significantly associated with LBP. Conclusions: The pooled prevalence of LBP was high among school teachers in Africa compared to developed nations. Sex (female), older age, physical inactivity, sleep problems, and a history of previous injury were predictors of LBP. It is suggested that policymakers and administrators ought to gain awareness of LBP and its risk factors to put existing LBP preventive and control measures into action. Prophylactic management and therapeutic strategies for people with LBP should also be endorsed. [ABSTRACT FROM AUTHOR]

Teachers have an increased prevalence of voice disorders. The present study aimed to investigate the impact of remote teaching on perceived voice fatigue among Italian teachers of all grades during the lockdown due to the COVID-19 pandemic. s The participants were 195 female teachers (M age =48.77; SD age =9.61) in primary, secondary, and high schools. They completed the Vocal Fatigue Index (VFI) through an online survey. The tool includes 19 items grouped into three dimensions: tiredness of voice and avoidance of voice use (TA); physical discomfort (PD); and improvement of symptoms with rest (IS). The participants reported their perceived voice fatigue during remote teaching. They were also asked to provide data about voice fatigue as perceived in previous classroom teaching. The data were analyzed through two sets of independent one-way ANOVAs, with voice fatigue subscales as criterion variables and school grade as a between-subjects factor. The teachers involved in the study reported higher voice fatigue scores than vocally healthy adults from the general population. Primary school teachers showed higher voice fatigue during remote teaching than both secondary and high school teachers, specifically for the TA and PD dimensions, whereas no difference emerged for IS. The VFI scores of primary school teachers were similar to those of dysphonic individuals. The results of the study confirm that primary school teachers are more vulnerable to developing voice disorders and suggest the need for specific vocal health interventions in case of prolonged remote work. [ABSTRACT FROM AUTHOR]

Peer assessment (PA) is generally effective, and especially important for school teachers, as the experience might lead teachers to use PA more skilfully with school students. Digital PA (using computers) becomes more important as universities switch to online learning. This systematic review of research literature on digital PA for pre-service and in-service teachers encompasses: online/web-based, video, Massive Open Online Courses, digital frameworks to organize/structure PA, e-portfolios, Personal Digital Assistants (PDAs), Facebook, iPads and wikis. It contained 43 papers and all but one reported mainly positive effects. Potential moderator variables were considered, but studies rarely reported many of them. Few studies had control groups, only two reported Effect Sizes, and none reported implementation fidelity or follow-up. There was little evidence for carry-over of PA practices into later teaching of school children. However, the potential moderator variables provide a template for future reviews of PA and the design of PA by teachers. [ABSTRACT FROM AUTHOR]

Introduction: Epilepsy is the commonest childhood neurological disorder mostly affecting children in the first decade of life. Globally, school teachers have many false beliefs and misinformation about epilepsy. The knowledge and attitude of teachers towards students with epilepsy have a huge impact on their future life. Aim: To evaluate the knowledge, attitude and self-efficacy of school teachers towards students with epilepsy. Materials and Methods: A cross-sectional study was conducted from 20 August 2022 to 31 October 2022 at BPS GMC for women, Khanpur Kalan, Sonepat, Haryana, India, using self-administered questionnaire including randomly selected 427 school teachers from 15 schools of Haryana (India). The questionnaire included the scale of Attitude Towards Persons with Epilepsy (ATPE), a summated rating scale for measuring knowledge and attitude. Several additional knowledge and attitude items were also evaluated. Effect of socio-demographic characteristics of participants were also evaluated as a predictor of knowledge and attitude. Data was collected and statistics were applied using Statistical Package for the Social Sciences (SPSS) software and p-value <0.05 was considered as statistically significant. Results: The mean age of teachers in the present study was 37.7±8.8 years (range=23-58 years). Among the total participants, 79.4% were female teachers. They had approximately two times higher probability of getting a good knowledge and attitude score. Age group 30 to 50 years had higher chances of getting a good knowledge score. Teaching experience has a positive effect on the knowledge score. Awareness about epilepsy was quite high (85%). Only 14% teachers had previous or current contact with persons with epilepsy. A total of 10.7% teachers had performed first aid management of seizures and 9% of teachers thought that epilepsy is contiguous. The median score for knowledge and attitude were 6 (range= -21 to +26) and 25 (range=-19 to +62), respectively showing overall good knowledge and attitude score. But there were deficits in individual items score and first aid management of seizures. Conclusion: The overall result of study indicated a good knowledge and attitude towards students with epilepsy, among the participant teachers. Although there were some deficient areas which need to be improved regarding knowledge and attitude and first aid management of seizure episodes. There is a pressing need for integration of educational training courses about epilepsy in the teachers training curriculum. [ABSTRACT FROM AUTHOR]

The rise of digital technologies, on one hand, has transformed the way learners interact with digital environments. On the other hand, we witness the digital divide and biases associated with it. This calls for a redefinition of digital citizenship. This prompted us to develop the Critical Digital Citizenship (CDC) Scale to assess school teachers’ competencies in using technology responsibly and critically interacting with online and internet environments. This scale focuses on key features such as Knowledge, Attitude, Skills, Critical Perspectives. An exploratory factor analysis and confirmatory factor analysis were carried out. The following goodness-of-fit index values were obtained: χ2 = 612.39, df = 266, P = 0.00, RMSEA = 0.059, GFI = 0.891, AGFI = 0.867, CFI = 0.922, RMR = 0.049; TLI = 0.912. The overall Cronbach’s alpha reliability value of the test was 0.823. The composite reliability exceeds 0.7 for every factor and the AVE > 0.5. After analysing the data, it was found that the Critical Digital Citizenship Scale (CDCS) is a valid and reliable tool for assessing the CDC competency level of teachers. The CDC scale addresses the urgent need to equip individuals with the skills to discern credible information, recognize bias, and engage in responsible, informed digital participation. This will also serve as a valuable resource for school teachers, educators, policy makers, and administrators to understand and implement critical digital citizenship in schools, as well as for researchers seeking to foster critically perspective towards digital and internet integration in education. [ABSTRACT FROM AUTHOR]

Background: Children with type 1 diabetes mellitus (T1DM) need carefully monitoring even during school hours to avoid emergencies. Hence, it is crucial for teachers to have appropriate knowledge and positive attitudes toward diabetes to effectively manage the disease and its complications. This study aimed to compare the knowledge, attitudes, and practices with respect to T1DM among Saudi male and female public-school teachers living in Jeddah and to identify the associated factors. Methods: A cross-sectional study was conducted among primary, intermediate, and secondary public-school teachers working in Jeddah, Saudi Arabia between October 2021 and March 2022. Data were collected through an online survey. The survey included information on the socio-demographics of school teachers, the presence of chronic diseases, teachers' health behaviours, and knowledge, attitude, and practice with respect to T1DM. Results: This study included 378 school teachers. The majority of school teachers from both genders were married, held a bachelor's degree, and aged 45–54 years. Male school teachers were married (P = 0.02), held postgraduate certificates (P < 0.001), smoked cigarette and shisha (P < 0.001), and were physically active (P < 0.001) compared to female school teachers. Regarding teachers' knowledge of T1DM, it was found that female teachers were significantly more knowledgeable of T1DM children's and its symptoms than male teachers (P = 0.03; P = 0.01, respectively). However, male teachers were more willing to accommodate T1DM students in their classes and attend programs to support T1DM students as compared to female teachers (P = 0.004; P = 0.004, respectively). Moreover, the study showed poor practice scores for T1DM. In addition, the knowledge, attitudes, and practice scores toward T1DM were significantly associated with advanced age (P = 0.002), and extended years of teaching experience (P ≤ 0.002). Also, diabetic teachers had the highest knowledge (P = 0.03) and attitude (P = 0.02) scores compared to non-diabetic teachers. Male teachers who were married (P = 0.002), shisha smokers (P = 0.01), and had never practiced activity (P = 0.03) had better attitudes and practices toward T1DM. Similarly, female teachers who held bachelor's certificates had better attitudes toward T1DM (P = 0.02). Conclusion: The present study revealed moderate knowledge, favorable attitudes, and poor practices related to T1DM among school teachers in Jeddah. It is crucial for policymakers to provide school teachers with training for necessary diabetes care for diabetic students. [ABSTRACT FROM AUTHOR]

Objective: the aim of this study was to examine the perception of professionals from four European countries in charge of teaching Nutrition Education (NE) to children in primary schools or hospitals. Methods: this was achieved through an exploratory study that initiated with two focus groups, one with 5 elementary school teachers and another with 14 nutritionists. From the results of it an online survey was designed and distributed internationally to elementary schools and professional clinics in Spain, Italy, Norway, and Austria. The participants were 75 elementary school teachers and 98 nutritionists. It was measured the level of knowledge of teachers and nutritionists to teach NE, and the level of nutritional knowledge of the children in their respective country. Descriptive statistics were conducted, one-factor ANOVAs to analyze the effect of nationality, and when a significant interaction was found, a post-hoc analysis using Bonferroni adjustment was applied. Results: the results indicated that forty-one percent of the participants considered they have "adequate" theoretical knowledge to teach NE. Only 27 % considered they had "adequate" pedagogical training. A significant effect was found: F(3,168) = 17.37, p < 0.001, X2 p = 0.24. Regarding the levels of NE knowledge of children, from lowest to highest, there were Spain, Italy, Austria, and Norway. Also, it was observed that professionals and children from Spain and Italy were more affected with less knowledge and training regarding NE. Conclusions: these results could help governments and educational organizations of the affected countries to take decisions to tackle this problematic. [ABSTRACT FROM AUTHOR]

The study aimed to identify the degree of availability of professional and personal traits among public school teachers in the northern Mazar district from the teachers' point of view. (972) male and female teachers, and the study sample consisted of (354) male and female teachers who were chosen by the available random method. The results of the study showed that the degree of availability of professional and personal traits among public school teachers in the Northern Mazar district from the teachers’ point of view came at a (high) degree; The results revealed that there were no statistically significant differences in the professional and personal traits of public school teachers due to the variable (educational qualification), and the presence of statistically significant differences in the variable (sex), which came in favor of (females). The results also showed that there were statistically significant differences in the degree of Availability of professional and personal traits for public school teachers in the Northern Mazar district due to the variable (years of experience) and the differences were in favor of (from 5 to less than 10 years). This is done by studying the reasons and factors that enhance the level of commitment to it. [ABSTRACT FROM AUTHOR]

The recent pandemic has influenced teachers' mental health and well-being. The present work follows the Job-Demands-Control model, analyzing changes in the demands, control, and social support during COVID-19, and how they influence job satisfaction, emotional exhaustion, depersonalization, and personal accomplishment among school teachers. The sample comprised 172 school teachers. The instruments applied were The Maslach Burnout Inventory (MBI), The Job Satisfaction Teacher Index (Organization for Economic Cooperation and Development (OECD), 2014), and The Demand Control Support Questionnaire (DCSQ). Job satisfaction was predicted exclusively by social support, revealing the importance of social interactions at work. Emotional exhaustion and depersonalization were predicted by job demands, showing that an increase in job demands (i.e., COVID) affects individuals' feelings of burnout. The results show that it would be interesting to design strategies that guarantee job control in the teaching context. This would open multiple pathways to implement healthier methodological processes for teachers and the consequent research to support these processes. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the perceptions of students and teachers regarding remote teaching modality in comparison with the traditional face-to-face method. Methods: In this observational, retrospective, comparative, single-center study, questionnaires containing three major assessment domains were sent to two groups: university professors and undergraduate and graduate students. The first domain collected demographic and general data on the platforms used. The second and third domains contained questions that compared the perception of the quality of information offered by the two systems. Results: Between May and September 2020, 162 students and 71 teachers participated in the study. A greater proportion of students demonstrated previous contact with the online method, while professors had presented a greater number of courses. Most participants reported that their expectations regarding the remote teaching method were met (students, 80.3%; teachers, 94.4%). A significant number of students (83.3%) and teachers (88.7%) rated the classes as easier to attend and manage. Despite difficulties, such as concentration retention, most of the participants agree (at least partially) that the format should be maintained. Conclusion: The remote teaching methodology, although still incipient in Brazil, has become a reality in light of current health restrictions. Our study demonstrated a high level of overall satisfaction and a high sense of learning from both students and faculty. However, new challenges associated with this system have been identified, such as retention of attention and interference from the external environment. Longitudinal comparative studies that incorporate various aspects of medical education in all cycles are necessary to corroborate the findings of this study. Design: Retrospective comparative study, level III evidence. [ABSTRACT FROM AUTHOR]

Objective: The COVID-19 pandemic affected the quality of life of the population worldwide. The countries took several protective measures to avoid contagion, including social isolation, teleworking and distance education. As schools closed, teachers took over primarily online teaching. The study main objective was to determine the sleep quality among teachers of a public educational institution in the district of Máncora, Peru, during the COVID-19 pandemic social isolation. Materials and methods: An observational, cross-sectional and prospective study. The Pittsburgh Sleep Quality Index was used to assess 59 preschool, primary and secondary school teachers who taught through distance education from March to December 2021. Results: The average age was 44.3 ± 8.89 years. Women accounted for 64.4 %, specialist teachers--i.e., those who have expertise in a particular field--55.9 %, secondary school teachers 55.9 %, primary school teachers 30.5 % and preschool teachers 13.6 %. The affected sleep quality parameters were the following: 69.5 % had poor sleep quality, 67.8 % inadequate sleep latency, 61 % sleep duration of less than five hours, 27.1 % habitual sleep efficiency of less than 65 % and 49.2 % sleep disturbances. Moreover, 50.8 % reported using a sleeping medication more than once a week and 39 % severe daytime dysfunction. There was an association between sleep quality and the components subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency and daytime dysfunction. Nonetheless, there was no association with sex, educational level and teaching specialty. Conclusions: Teachers of an educational institution in Máncora had a high prevalence of poor sleep quality and the most affected components were sleep latency, daytime dysfunction and sleep disturbances. [ABSTRACT FROM AUTHOR]

Background: National legislation (COTPA) in India has focused on school children with dedicated section (6a and 6b) for tobacco control at Educational Institutions. Innovative mediums like Comic offer unique and engaging medium for dissemination of health information. However, its true potential remains unexplored in tobacco control. The study was conducted to develop and validate Comic for promotion of tobacco control laws in school settings. Materials and Methods: The present cross-sectional study was conducted among school teachers in Delhi in three phases: (1) need assessment, (2) development of Comic, and (3) validation (face/content validity by experts in public health/tobacco control, and construct validity by school teachers). Ethical clearance was obtained from Institutional Ethical Review Board. Prevalidated, structured, close-ended, and self-administered Questionnaire was used for the data collection. SPSS version 21 was used for descriptive and inferential results. Results: Phase 1 showed, out of 150 school teachers, 121 participated (80.66%). Mean age and teaching experience was 41.85 ± 9.76 years and 10.35 ± 6.53 years, respectively. Overall awareness about COTPA was 47.9% (n = 58) and COTPA sections 4 and 6 were 37.2% (n = 45). Majority 59.5% (n = 72) reported lack of access to training material. Phase 2 and 3 showed overall content validity index (CVI) score of 0.84. Construct validity evaluation from pre–postintervention yield mean ± SD scores of 3.94 ± 0.99 and 7.97 ± 1.17, respectively, (P < 0.001). Conclusion: Comic was developed on sound theoretical basis with satisfactory face, content and construct validity, to raise awareness about tobacco control among school children, and teachers to promote tobacco-free school. [ABSTRACT FROM AUTHOR]

The objective was to investigate school teachers' beliefs on sexual violence against children and adolescents. A sample of 164 elementary and high school teachers from public and private schools responded to a sociodemographic questionnaire and the Brazilian version of the Sexual Abuse Beliefs Scale (SABS). The samples' general mean in the SABS was 25.74 (SD = 6.83), indicating a tendency towards disagreement and neutrality to tolerance/legitimization. When comparing groups, gender, age group, and having children of their own showed influence on beliefs. Experience in suspected cases, participation in courses or lectures, and knowledge of the Children and Adolescents Statute did not present statistically significant differences in beliefs. These results were discussed from considerations about gender, sexuality, professional capacitation, and characteristics of beliefs. Investment in continuing education is needed, which must be sensitive to the participants' characteristics and beliefs. [ABSTRACT FROM AUTHOR]

Previous researches have positioned well-being as an integral variable of mental health correlated with other factors like satisfaction with life and life orientation. The present research examines well-being, life satisfaction, and orientation towards life among teachers during COVID-19. During the initial phases of COVID-19, the Government imposed lockdown in the month of May-June (2020). This led to the closure of all the schools and colleges, offices, public places, etc. Although the schools were closed, staff and teachers of the schools were asked to perform tasks which included the distribution of ration, home surveys, shift- work at hospitals, airports, shelter homes, etc. With an increasing rate of infections and mortality, the teachers were hesitant to volunteer for any COVID duty and were generally apprehensive about being called up for such duties. In this research, 364 school teachers (both male & female of 27-60 years) were included as an inclusive sample of those performing and not performing any such duty from Delhi, India. The present research aims to understand the dynamics of well-being among teachers during COVID. It utilizes measures of the Life Orientation Test-revised (LOT-R), Satisfaction towards Life Scale (SWLS), and Warwick-Edinburg Mental Well-being Scale (WEMWBS). Correlation and multiple regression are used as statistical measures to find out the relationship and predictability among the variables. Results show a significant relationship among Life orientation, life satisfaction and well-being and wellbeing is significantly predicted by life satisfaction and orientation towards life. Discussion suggests that similar results are being observed among variables under consideration amid COVID and future implications are drawn out from the present study. [ABSTRACT FROM AUTHOR]

Background and Objectives: he unprecedented Coronavirus disease (COVID-19) has outstandingly challenged all aspects of individual lives, especially their sources of a meaningful life and spiritual well-being. Hence, we set out to investigate the role of existential thinking and meaning in life in predicting Corona disease anxiety in teachers. Methods: This was a correlational-descriptive study carried out on two hundred sixty-nine volunteers from primary school teachers who were working in 2022 in Kermanshah Province, Iran. Participants were selected by the multi-stage cluster sampling method, and they were measured by questionnaires created in Google Form, including Alipour et al.'s (2020) corona disease anxiety scale, Scherr (2006) existential thinking questionnaire, and Steger et al.'s (2006) meaning in life questionnaire. Finally, the data were analyzed by IBM SPSS software, version 27 using Pearson correlation coefficients and multiple regression analysis. Results: The results showed that existential thinking (r=-0.640, P<0.01), as well as, meaning in life (r=-0.668, P<0.01) had an inverse and significant correlation with corona disease anxiety. Based on regression analysis, existential thinking (ß=-0.152) and, meaning in life (ß=-0.329) negatively and significantly predicted corona disease anxiety. Conclusion: Based on the findings, it can be concluded that corona disease anxiety has a significant negative correlation with existential thinking and meaning in life. In addition, the findings of this study support the role of predictor variables in the prediction of teachers' Corona disease anxiety. Generally, 41% of the total variance of corona disease anxiety is predicted by existential thinking and meaning in life. [ABSTRACT FROM AUTHOR]

The role of organizational citizenship behavior is crucial to ensure that the organization can thrive and excel, especially among school teachers. Thus, this study was conducted toassess the Confirmatory Factor Analysis (CFA) of the organizational citizenship behavior scale. This study was conducted on a total of 361 school teachers in Selangor. The respondents were selected using multi-stage clustering random sampling techinque. The organizational citizenship behavior comprises five dimensions namely altruism, conscientiousness, courtesy, civic virtues and sportmanship. The data were then analyzed using CFA in AMOS software. Finding showed that the CFA for organizational citizenship behavior scale did not achieve a good fit model. Thus, respecification of CFA model for organizational citizenship behavior has been conducted. The result showed that it has achieved a good fit model with relative chi-sq = 2.83, GFI = 0.91, CFI = 0.95, TLI = 0.94 and RMSEA = 0.07. In addition, the criteria of CFA model also have been achieved with total of Average Variance Extracted (AVE) of 0.62 and AVE by each dimension of organizational citizenship behavior ranged between 0.55 and 0.73. Construct Reliability (CR) was achieved with 0.96, and each dimension showed CR range between 0.79 and 0.92. As a conclusion, organizational citizenship behavior scale is appropriate to measure organizational citizenship behavior among school teachers in Selangor. In addition, future research is suggested to use the scale among various organizations in Malaysia. [ABSTRACT FROM AUTHOR]

In childhood and adolescence it becomes an important period for the development of appropriate nutritional practices and the school plays an important role in the constitution of practical classes, the teacher being a fundamental interlocutor, due to the greater involvement in the social and cultural reality of each student. The objective was to evaluate the performance of educational actions in health and in food and nutrition by teachers from the municipal network of schools in the rural area of the city of Pelotas, Rio Grande do Sul. This is a cross-sectional study, consisting of teachers from the rural school, in the municipality of Pelotas, Rio Grande do Sul. The score for the actions planned and carried out in schools was called "integrality". The sample consisted of 114 teachers. Considering the years that faziam part of the pedagogical project of the school, 95.0% (n = 108) two teachers answered that the educational actions of health and 94.7% (n = 108) food and nutrition were planned. E to realization of educational actions in teacher hair health was 67.5% (95% CI: 58.8; 76.3) and of food and nutrition was 57.0% (95% CI: 47.8; 66.2). With little more than a goal of (52.2%; n = 59), two interviewees responded positively to the four validated items. It is important to improve the training of teachers, through permanent education, in addition to having the support of qualified professionals, such as nutritionists, in expanding and updating their knowledge. [ABSTRACT FROM AUTHOR]

Sex education (SE) since schooling has been a topic of interests with diverse variations before biological, moralistic and preventive positions, in addition to those with an integrative and rights axis. The attitude of educators towards sexuality represents a component that can influence the teaching of SE, reason why the objective of this research was to describe the scientific evidence regarding attitudes related to SE in teachers of secondary education institutions. Materials and Method: An exploratory systematic review of the scientific literature published in the world was carried out, using the keywords school teacher, sex education and attitudes in English, Portuguese and Spanish from 2003 to 2019, through a search in the SciELO, Scopus, Cinhal, Ovid and BVSL databases and in reference articles. They were evaluated by two authors independently using tools from the Joanna Briggs Institute. Compliance with 70% of the criteria to be evaluated was established as a measure of rigor. Results: A total of 13 articles passed the rigor assessment, eight qualitative and six quantitative, from Europe [1], Southeast Asia [3], South Africa [6], North America [1], South America [1] and Australia [1]. The studies show that aspects such as culture, gender, knowledge, methodologies, values and prejudices of the teacher constitute conditioning factors of the attitudes of teachers towards SE. Conclusions: it is evident that the key to a better SE is good teacher training and the understanding of all the actors in the community to avoid myths and others. [ABSTRACT FROM AUTHOR]