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Table 1 Teacher patterns of implementation and pre-implementation characteristics, teaching and training experiences and attitudes towards HIV prevention

From: Factors influencing implementation dose and fidelity thereof and related student outcomes of an evidence-based national HIV prevention program

Variables Overall Clusters  
High Implementation Group Moderate Implementation Group Low Implementation Group χ 2 p
Cluster sizes   31.7% 52.8% 15.6%   
Number of core activities taught   25.14 12.33 8.65   
Proportion of core activities changed   14% 13% 76%   
Education level       
Associate degree/teaching certificate 13.0% 12.1% 15.1% 5.6% 5.99 0.2000
Bachelor degree 73.4% 81.0% 66.3% 83.3%   
Master degree 13.6% 6.9% 18.6% 11.1%   
Total years as a teacher or guidance counselor       
1–5 years 16.9% 13.6% 20.5% 10.5% 15.98 0.0030
6–10 years 25.9% 42.4% 13.6% 31.6%   
>10 years 57.2% 44.1% 65.9% 57.9%   
Attendance of training workshop       
Did not attend training workshop 50.8% 46.0% 52.4% 54.8% 4.92 0.0226
Attended part of a workshop 18.6% 14.3% 14.3% 41.9%   
Fully attended a training workshop 30.6% 39.7% 33.3% 3.2%   
Training in interactive teaching       
A little/none 41.6% 27.1% 43.2% 79.0% 16.10 0.0003
A lot/some 58.4% 72.9% 56.8% 21.0%   
Prior experience of teaching FOYC       
No 86.1% 81.4% 88.6% 89.5% 1.77 0.4132
Yes 13.9% 18.6% 11.4% 10.5%   
Prior experience of teaching other HIV prevention programs       
No 77.7% 83.1% 78.4% 57.9% 5.30 0.0705
Yes 22.3% 16.9% 21.6% 42.1%   
Importance of HIV prevention for grade 6 youth in general       
Somewhat important/not at all 13.4% 15.2% 12.6% 11.1% 0.30 0.8613
Very important 86.6% 84.8% 87.4% 88.9%   
Importance of Focus on Youth for grade 6 youth in your school       
Somewhat important/not at all 12.1% 6.8% 16.1% 10.5% 2.91 0.2330
Very important 87.9% 93.2% 83.9% 89.5%   
Comfort level in teaching the FOYC lessons       
Somewhat/not at all 43.7% 34.5% 42.4% 77.8% 10.43 0.0054
Very comfortable 56.3% 65.5% 57.6% 22.2%   
Islands       
Capital island 60.8% 73.0% 58.1% 45.2% 7.45 0.0241
Other family islands 39.2% 27.0% 41.9% 54.8%   
FOY curriculum is a Bahamian curriculum       
Somewhat/not at all 43.4% 45.4% 42.5% 41.2% 0.16 0.9254
Very much 56.6% 54.6% 57.5% 58.8%   
Compared to the time spent teaching reading skills in grade six, the time spent teaching FOYC was       
Less important 16.2% 20.4% 11.3% 28.6% 3.71 0.1564
About the same/more important 83.8% 79.6% 88.7% 71.4%   
Number of sessions taught (1–8 sessions)a 4.57 (2.33) 7.22 (0.79) 3.63 (1.48) 3.03 (2.20) 144.35 <0.0001
Number of all activities completed (0–46 activities)a 23.75 (12.73) 38.94 (4.38) 18.92 (7.58) 12.58 (9.41) 207.41 <0.0001
  1. Note: aF test was used.