Effectiveness of a structured teaching program on knowledge and attitude regarding child mental disorders among primary school teachers at selected schools in Vijayapur, Karnataka

Nelson 1, * and Aleyamma Varghese 2

1 Tulza Bhavani College of Nursing, Vijaypura , Karnataka, India.
2 Department of Child health Nursing, BLDEA’s, Shri BM Patil Institute of Nursing Sciences, Vijaypura, Karnataka, India.
 
Research Article
International Journal of Science and Research Archive, 2024, 13(02), 038–042.
Article DOI: 10.30574/ijsra.2024.13.2.2077
Publication history: 
Received on 18 September 2024; revised on 27 October 2024; accepted on 31 October 2024
 
Abstract: 
This study aimed to assess the effectiveness of a structured teaching program on the knowledge and attitudes of primary school teachers regarding child mental disorders. Given the projected rise in childhood neuropsychiatric disorders, teachers, who spend significant time with students, are in a pivotal position to identify mental health issues early. A pre-experimental one-group pre-test post-test design was utilized, involving 100 primary school teachers selected through purposive sampling. Data were collected using a self-structured knowledge questionnaire and an attitude scale. Results indicated a significant increase in knowledge (pre-test mean = 8.47, post-test mean = 21.39; t = 36.31, p < 0.001) and attitudes (pre-test mean = 23.60, post-test mean = 33.77; t = 15.51, p < 0.001) post-intervention. Additionally, the study found significant associations between knowledge and specific socio-demographic variables, including prior identification of children with mental disorders. The findings suggest that structured teaching programs can effectively enhance teachers' knowledge and attitudes toward child mental health, underscoring the need for such initiatives in educational settings.
 
Keywords: 
Structured teaching program; Child mental disorders; Knowledge; Attitude; Effectiveness; Primary school teachers
 
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