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Teacher perspectives after implementing a human sexuality education program.

P L Gingiss1, R Hamilton

  • 1Dept. of Health and Human Performance, University of Houston, TX 77204-5331.

The Journal of School Health
|December 1, 1989
PubMed
Summary
This summary is machine-generated.

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Teachers generally felt positive about teaching human sexuality education, but had concerns about curriculum implementation. Their feedback highlights areas for improved teacher training and support in sex education.

Area of Science:

  • Education
  • Public Health
  • Sociology

Background:

  • Effective human sexuality education requires understanding teacher perspectives.
  • Teacher attitudes and concerns impact curriculum implementation and effectiveness.

Purpose of the Study:

  • To examine sixth-grade teachers' attitudes and concerns regarding human sexuality education.
  • To identify factors influencing successful curriculum implementation and inform continuing education.

Main Methods:

  • A survey was administered to 47 sixth-grade teachers one year post-curriculum implementation.
  • Data collected included teacher self-perceptions, student perceptions, colleague/community views, and comfort levels.

Main Results:

  • Teachers demonstrated adequate knowledge (70% correct) and slightly liberal orientations.
Keywords:
AmericasAttitudeBehaviorCurriculumDeveloped CountriesEducationKnowledgeNorth AmericaNorthern AmericaPrimary SchoolsPsychological FactorsResearch MethodologyResearch ReportSampling StudiesSchool TeachersSchoolsSex EducationStudiesSurveysTexasUnited States

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  • Overall positive views were reported regarding importance, responsibility, comfort, preparation, and student responses.
  • Significant concerns emerged regarding curriculum implementation, including ease of use and social support.

    • Conclusions:

    • While teachers generally felt prepared and positive, specific implementation challenges require attention.
    • Teacher-identified benefits and barriers underscore the need for targeted professional development and support systems.
    • Addressing teacher concerns is crucial for enhancing the quality and impact of human sexuality education programs.