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

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.