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