Teaching Sexuality and Sexual Health Education at a Rural Government Primary School in the North Eastern Education District: Teachers’ Concerns

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dc.contributor.authorEmmanuel, Savitri
dc.date.accessioned2015-11-02T21:06:15Z
dc.date.available2015-11-02T21:06:15Z
dc.date.issued2015-11-02
dc.description.abstractThis study explored teachers’ concerns regarding the teaching of the sexuality and sexual health theme of the health and family life education (HFLE) syllabus at a primary school in the North Eastern Education District, Trinidad and Tobago. The Stages of Concern dimension of the Concerns-Based Adoption Model (CBAM) guided the study. Data were collected through semi-structured interviews with six teachers, representative of each level of the school. The findings revealed that the teachers had concerns with respect to: 1) information, 2) parental reaction and support, 3) their own discomfort and encouragement in discussing sexuality and health, 4) the lack of resources, and 5) the lack of proficiency and training. These concerns occurred in different stages.en_US
dc.identifier.urihttps://hdl.handle.net/2139/41191
dc.language.isoenen_US
dc.subjectHealth and family life educationen_US
dc.subjectSex educationen_US
dc.subjectConcernsen_US
dc.subjectPrimary school teachersen_US
dc.subjectTeacher attitudesen_US
dc.subjectRural schoolsen_US
dc.subjectPublic schoolsen_US
dc.subjectCase studiesen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleTeaching Sexuality and Sexual Health Education at a Rural Government Primary School in the North Eastern Education District: Teachers’ Concernsen_US
dc.typeThesisen_US

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