You are here

Impact of Individual Differences on the Willingness of Teachers in Mozambique to Communicate About HIV/AIDS in Schools and Communities

Title: The Impact of Individual Differences on the Willingness of Teachers in Mozambique to Communicate About HIV/AIDS in Schools and Communities.
44 views
11 downloads
Name(s): Visser, Muriel, author
Heald, Gary R., professor directing dissertation
Driscoll, Marcy, outside committee member
Mayo, John K., committee member
McDowell, Steve, committee member
Arpan, Laura, committee member
School of Communication, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2004
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The overall purpose of this study was to understand what factors contribute to teachers' willingness to communicate about HIV/AIDS in the broad educational setting (schools and communities). The study sought to fill the gap in the research on teachers and HIV/AIDS which has typically focused on cataloguing teachers' knowledge and attitudes, but without relating them directly to practice. The assumption of this study was that a better understanding of the personal and contextual variables that influence teachers' willingness to communicate about HIV/AIDS provides a key input into policy decisions and into the design of practical interventions that will strengthen the teachers' role as communicators about HIV/AIDS. The data were collected in Gaza Province in Southern Mozambique among primary and secondary school teachers by administering surveys to a stratified sample of 606 primary and secondary school teachers in five districts of Gaza province. Multinomial logistic regression was used to analyze the data. This study found that age, personal experience with HIV/AIDS, level taught and value expressive attitude functions toward talking about HIV/AIDS have a consistent impact on teachers' intentions to talk about HIV/AIDS and on their past behavior of talking about HIV/AIDS in schools and communities. Thus younger teachers, teachers who know someone who is sick/has died of HIV/AIDS, teachers who teach upper primary, and teachers who hold weak value expressive attitude functions are more likely to talk about HIV/AIDS across all three behaviors. Future intentions to talk about HIV/AIDS are also influenced by high perceived behavioral control. With respect to school behavior, it was found that teachers who had a high consistent record of talking about HIV/AIDS in schools had a high overall perception of personal risk, a high positive overall attitude toward talking about HIV/AIDS. Finally, with respect to past behavior of talking in the community it was found that in addition to the influence of age, personal experience, level taught, and value expressive attitude, teachers who were more likely to talk about HIV/AIDS if they consistently used condoms, had a high perception of personal risk, and a high positive overall attitude toward talking about HIV/AIDS.
Identifier: FSU_migr_etd-4540 (IID)
Submitted Note: A Dissertation submitted to the Department of Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester, 2004.
Date of Defense: April 27, 2004.
Keywords: Strategies For Addressing HIV/AIDS, Hiv/Aids Behavior, Teachers Perceptions Of HIV/AIDS, Iterative Analysis Of Unstructured Data, Subjective Norms, Perceived Social Norms, Hiv/Aids Knowledge And Attitude Scale, Hiv/Aids Knowledge, Perceived Behavioral Control, Attitude Solicitation Survey, Theory Of Planned Behavior, Functional Theory, Attitude, Function Theory, Theory Of Reasoned Action, Talking About HIV/AIDS
Bibliography Note: Includes bibliographical references.
Advisory Committee: Gary R. Heald, Professor Directing Dissertation; Marcy Driscoll, Outside Committee Member; John K. Mayo, Committee Member; Steve McDowell, Committee Member; Laura Arpan, Committee Member.
Subject(s): Communication
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4540
Owner Institution: FSU

Choose the citation style.
Visser, M. (2004). The Impact of Individual Differences on the Willingness of Teachers in Mozambique to Communicate About HIV/AIDS in Schools and Communities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-4540