Source:http://linkedlifedata.com/resource/pubmed/id/21409302
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| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:issue |
3
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| pubmed:dateCreated |
2011-3-16
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| pubmed:abstractText |
This study investigated the effects of a HIV/AIDS module on teachers' sense of self-efficacy regarding their ability to bring about behaviours in their learners which contribute to responsible living and a reduction of the spread of HIV in their communities. The sample was 128 in-service teachers studying in nine different centres in three South African provinces in their second year of a part-time degree in education. A modified Science Teaching Efficacy Belief Instrument (STEBI) was used to generate quantitative data, while semi-structured individual and focus group interviews provided qualitative data. Statistical analyses (ANOVA and MANOVA) revealed statistically significant differences between the participants pre- and post-test self-efficacy scores. Interview data suggested that improved confidence enabled the teachers to gain a better understanding of cultural barriers to HIV/AIDS education and the impediments to developing an effective HIV/AIDS policy in their schools. The study also highlighted the importance of leadership from school management for the successful adoption and implementation of an effective HIV/AIDS policy in schools. Enhanced confidence is noted as a motivating factor for teacher participation in community efforts to support those affected by HIV/AIDS.
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| pubmed:language |
eng
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| pubmed:journal | |
| pubmed:citationSubset |
IM
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| pubmed:status |
MEDLINE
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| pubmed:month |
Oct
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| pubmed:issn |
1813-4424
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| pubmed:author | |
| pubmed:issnType |
Electronic
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| pubmed:volume |
7
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| pubmed:owner |
NLM
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| pubmed:authorsComplete |
Y
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| pubmed:pagination |
28-34
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| pubmed:meshHeading |
pubmed-meshheading:21409302-Adult,
pubmed-meshheading:21409302-Culture,
pubmed-meshheading:21409302-Curriculum,
pubmed-meshheading:21409302-Education, Professional,
pubmed-meshheading:21409302-Educational Measurement,
pubmed-meshheading:21409302-Faculty,
pubmed-meshheading:21409302-Female,
pubmed-meshheading:21409302-Focus Groups,
pubmed-meshheading:21409302-HIV Infections,
pubmed-meshheading:21409302-Health Education,
pubmed-meshheading:21409302-Humans,
pubmed-meshheading:21409302-Intervention Studies,
pubmed-meshheading:21409302-Interviews as Topic,
pubmed-meshheading:21409302-Leadership,
pubmed-meshheading:21409302-Male,
pubmed-meshheading:21409302-Motivation,
pubmed-meshheading:21409302-Organizational Policy,
pubmed-meshheading:21409302-Policy Making,
pubmed-meshheading:21409302-Questionnaires,
pubmed-meshheading:21409302-Schools,
pubmed-meshheading:21409302-Self Efficacy,
pubmed-meshheading:21409302-South Africa,
pubmed-meshheading:21409302-Young Adult
|
| pubmed:year |
2010
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| pubmed:articleTitle |
Developing teacher self-efficacy via a formal HIV/AIDS intervention.
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| pubmed:affiliation |
Nelson Mandela Metropolitan University, Port Elizabeth. Paul.webb@nmmu.ac.za
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| pubmed:publicationType |
Journal Article
|