Title

Knowledge and Practices of Teachers Associated with Eye Health of Primary School Children in Rawalpindi, Pakistan

Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

3-30-2017

Journal

Taiwan Journal of Ophthalmology

Volume Number

7

Issue Number

1

Page Numbers

28-33

ISSN

2211-5072

Embargo Period

5-1-2018

ANZSRC / FoR Code

111301 Ophthalmology| 111399 Optometry and Ophthalmology not elsewhere classified| 111717 Primary Health Care

Reportable Items (HERDC/ERA)

C1

Abstract

PURPOSE: Teachers’ perspectives on eye health can be limited, particularly in developing countries. The aim of this study was to assess teachers’ knowledge and practices associated with eye health of primary students in Rawalpindi, Pakistan.

METHODS: This was a cross‑sectional survey of primary school teachers. Simple random sampling technique was used to select 443 participants from 34 private and 17 public schools. A self‑administered questionnaire was used.

RESULTS: Teachers’ knowledge ranged from “high” (35.89%), “moderate” (49.89%), and “low” (14.22%). Teachers’ practices associated with students’ eye health ranged from “high” (10.16%), “moderate” (23.02%), and “low” (66.82%). The teachers’ knowledge index scores increased 4.28 points with successive age groups and increased 2.41 points with each successive level of education.

For teachers whose close relatives experienced eye disease, their knowledge index score was 4.51 points higher than those teachers whose relatives never had any eye disease. Teachers’ age, education level, and their close relatives experiencing eye disease were significant predictors of their knowledge (R2 = 0.087, P < 0.001). Female teachers’ practices index score was 10.35 points higher than the male teachers and public school teachers had 10.13 points higher than the private school teachers. Teachers’ gender and type of school were significant predictors of their practices (R2 = 0.06, P < 0.001).

CONCLUSION: There was a significant gap among primary school teachers’ knowledge and practices related to students’ eye health. Innovative strategies are needed to improve how teachers address students’ eye health issues in the classroom.

Link to publisher version (DOI)

https://dx.doi.org/10.4103/tjo.tjo_11_17

Peer Review

Before publication

Comments

Copyright © 2017 Gail Ormsby, et al.

Creative Commons License

Creative Commons Attribution-Noncommercial-Share Alike 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.


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