1. Health attitudes ofHealth attitudes of
school teachersschool teachers
Faisal Abdul Latif Alnasir FPC, FRCGP, MICGP, PhD
Professor of Family Medicine
Chair; Department of Family and Community Medicine
College of Medicine and Medical Sciences
Arabian Gulf University, Bahrain

2. HHealth attitudes of school teachers areealth attitudes of school teachers are
usually a reflection of their background ofusually a reflection of their background of
health knowledge and perceptions.health knowledge and perceptions.
Their perception of health, attitudes andTheir perception of health, attitudes and
practices, and their knowledge ofpractices, and their knowledge of
common health problems could becommon health problems could be
essential factors in optimizing their rolesessential factors in optimizing their roles
as health educators in society.as health educators in society.

3. School teachers are major source of informationSchool teachers are major source of information
for the students.for the students.
McGovern & Barry, 2000McGovern & Barry, 2000

4. In Australia, teachers and clergy are "gate-In Australia, teachers and clergy are "gate-
keepers" who might serve as a first line ofkeepers" who might serve as a first line of
assistance for distressed young peopleassistance for distressed young people
Leane & Shute, 1998Leane & Shute, 1998

5. Educational health packages could be developedEducational health packages could be developed
with collaboration between teachers who havewith collaboration between teachers who have
an understanding of the principles of curriculuman understanding of the principles of curriculum
design and health professionals who are fullydesign and health professionals who are fully
aware of health problemsaware of health problems
Henry et al, 1994Henry et al, 1994

6. Formal health education teaching inFormal health education teaching in
schools is lackingschools is lacking
Susan et al. 1996Susan et al. 1996

7. ObjectivesObjectives
To assess school teachers' healthTo assess school teachers' health
attitudes, perceptions and awarenessattitudes, perceptions and awareness
about the common health problems inabout the common health problems in
Bahrain.Bahrain.

8. Methods:Methods:
49 schools were selected by a stratified random49 schools were selected by a stratified random
sampling (out of 152).sampling (out of 152).
1140 teachers responded (out of 1284).1140 teachers responded (out of 1284).
The study tool was a four-item questionnaireThe study tool was a four-item questionnaire
that was pre-tested for content validity and forthat was pre-tested for content validity and for
repeatability.repeatability.

9. Information collected related to;Information collected related to;
• The schoolThe school
• The teachers' demographic characteristicsThe teachers' demographic characteristics
• The teachers’ health (illness) experience andThe teachers’ health (illness) experience and
health attitudeshealth attitudes
• The teachers’ knowledge about the fiveThe teachers’ knowledge about the five
commonest health problems (commonest health problems (sickle cellsickle cell
anemia, bronchial asthma, diabetesanemia, bronchial asthma, diabetes
mellitus, hypertension and smokingmellitus, hypertension and smoking).).
Data were analyzed using the SPSS program version 11.5 and a p value of <0.05 wasData were analyzed using the SPSS program version 11.5 and a p value of <0.05 was
considered significantconsidered significant

10. Results
Response rate was 88.8%.
Duration of occupation: one to 35 years
(mean of 12.3).

11. Demographic characteristicsDemographic characteristics::
Sex 40% Male 60% Female
Age 20 to 58 years mean of 32.7
Teaching School 45% Primary 25% intermediate 30% secondary
Education
Graduate 81% 70% Males 81% Females

12. Smoking (6%) Males 94% P<0.000
Smoking vs
occupation duration
Increased as
duration increased P<0.001
Alcohol
consumption
14 (1.2%) All were
Males
Regular exercise 18%
Teachers’ attitudeTeachers’ attitude

13. Teachers' experiences with illness:Teachers' experiences with illness:
Suffered from recent
illnesses (6 months)
16%
Sick family members 28%
More Female teachers (34%
vs. 23%) (P<0.000)
Previous admissions to
hospital
13%
More female teachers (72%
vs. 28%) (p<0.000)
Suffering from a chronic
illness
31 % More male (18% vs. 15%)

14. Teachers’ knowledge:Teachers’ knowledge:
Problem
No. of
responders
No. of
questions
Range Mean
Standard
Deviation
Sickle Cell
1053
(92.4%)
10 0-10 4.88 1.98
Smoking
1067
(93.6%)
8 0-8 5.28 1.852
Asthma
1029
(90.3%)
10 0-10 5.16 2.185
Hypertension
969
(85%)
10 0-I0 3 1.899
Diabetes
Mellitus
1064
(93.3%)
10 0-10 5.34 2.133
The knowledge was average in areas related to bronchial asthma, diabetes mellitus
and smoking and poor in the field of sickle cell anemia and hypertension

15. Perceptions of healthPerceptions of health
Perceptions of their own health 82% satisfactory More males (92%
vs.89%)
Perceptions of health services in the
Kingdom
77% satisfactory
More males (80% vs.
70%) (P<0.000)
More married (77% vs.
66%) (P<0.01)

16. Perceptions of healthPerceptions of health
Teachers with no recent illnesses perceived their generalTeachers with no recent illnesses perceived their general
health to be satisfactoryhealth to be satisfactory
(p<0.001)(p<0.001)
Teachers who had satisfactory views about their generalTeachers who had satisfactory views about their general
health usually had a better or more satisfactory view abouthealth usually had a better or more satisfactory view about
the general health services in the countrythe general health services in the country
(p<0.001)(p<0.001)
Teachers with longer duration of occupation had satisfactoryTeachers with longer duration of occupation had satisfactory
views about the health services in the Kingdomviews about the health services in the Kingdom
(p<0.01)(p<0.01)
Teachers who suffered from chronic and recent illnesses hadTeachers who suffered from chronic and recent illnesses had
satisfactory views about their general healthsatisfactory views about their general health
(p<0.01)(p<0.01)

17. Significant relationshipsSignificant relationships::
Chronic illness and having a family member sufferingChronic illness and having a family member suffering
from an illnessfrom an illness
(61% vs. 39%) (P<0.001)(61% vs. 39%) (P<0.001)
Teachers suffering from chronic illness admitted moreTeachers suffering from chronic illness admitted more
frequently to hospitals than teachers without chronicfrequently to hospitals than teachers without chronic
illnessillness
(97% vs. 11%) (P<0.01)(97% vs. 11%) (P<0.01)
More teachers with a longer duration of occupationMore teachers with a longer duration of occupation
suffered from chronic illnesses than teachers withsuffered from chronic illnesses than teachers with
shorter durations of occupationshorter durations of occupation
(P<0.02)(P<0.02)
Chronic illness and having adequate knowledge of;Chronic illness and having adequate knowledge of;
-Hypertension-Hypertension
-Diabetes Mellitus-Diabetes Mellitus
(p<0.05)(p<0.05)
(p<0.02)(p<0.02)
Teachers with no ill family member had satisfactoryTeachers with no ill family member had satisfactory
views about their general health more than teachersviews about their general health more than teachers
with ill family memberswith ill family members
(93% vs. 84%) (P<0.001)(93% vs. 84%) (P<0.001)
Teachers with recent illnesses were more likely to haveTeachers with recent illnesses were more likely to have
ill family membersill family members
(42% vs. 23%) (p<0.001)(42% vs. 23%) (p<0.001)
55% of those who had been admitted to hospital55% of those who had been admitted to hospital
suffered from a recent illnesssuffered from a recent illness
(p<0.001)(p<0.001)

18. Conclusion:Conclusion:
-Health experiences of teachers were limited-Health experiences of teachers were limited
-The overall knowledge of school teachers was:-The overall knowledge of school teachers was:
•Average for sickle cell anemia, asthma andAverage for sickle cell anemia, asthma and
Diabetes MellitusDiabetes Mellitus
•Poor in the area of hypertensionPoor in the area of hypertension
•Adequate knowledge of the negative healthAdequate knowledge of the negative health
effects of smokingeffects of smoking

19. limiting the chances of teachers being alimiting the chances of teachers being a
goodgood health model for their pupils, andhealth model for their pupils, and
pupils will not be able to acquire and adoptpupils will not be able to acquire and adopt
proper health attitudes or even gain goodproper health attitudes or even gain good
health knowledge.health knowledge.

20. Teachers not having enough knowledge of theTeachers not having enough knowledge of the
signs of health-damaging problems such assigns of health-damaging problems such as
smoking and alcohol use will have difficulty insmoking and alcohol use will have difficulty in
recognizing students with those habits orrecognizing students with those habits or
providing health education in such areas.providing health education in such areas.
Students are less likely to smoke in schoolStudents are less likely to smoke in school
with higher levels of teachers' disciplinewith higher levels of teachers' discipline
Novak & Clayton ,Novak & Clayton ,
20012001

21. Recommendations:Recommendations:
School teachers need continuous pre- andSchool teachers need continuous pre- and
in-service health training. Although theyin-service health training. Although they
may not be given the prime responsibility ofmay not be given the prime responsibility of
health education, certainly they shouldhealth education, certainly they should
share it.share it.
The teaching institution must also provideThe teaching institution must also provide
opportunities for the teachers to maintainopportunities for the teachers to maintain
adequate health knowledge and an optimaladequate health knowledge and an optimal
health attitude.health attitude.

22. Thank youThank you