Implementing a school-based HIV prevention program during public health emergencies: lessons learned in The Bahamas

Table 3 Bivariate correlation among factors influencing teachers’ self-efficacy and implementation

Variables	1	2	3	4	5	6	7	8	9	Mean	SD
1. Comfort level with the curriculum	1.00									2.30	0.57
2. Confidence in implementing core activities	0.60c	1.00								4.29	0.65
3. Attitudes toward sex education in schools	0.59c	0.44b	1.00							3.69	0.63
4. Autonomy	0.14	−0.13	0.20	1.00						4.01	0.63
5. Perceived principal support	0.41b	0.23	0.29a	0.34a	1.00					3.77	0.67
6. Self-efficacy	0.70c	0.34a	0.47b	0.32a	0.45b	1.00				3.41	0.86
7. Number of core activities taught	0.24	0.09	0.20	−0.03	0.29a	0.28	1.00			18.60	8.27
8. Number of core activities taught exactly as outlined in the manual	0.50c	0.35a	0.33a	−0.08	0.26	0.61c	0.61c	1.00		11.77	7.65
9. Number of sessions completed	0.21	0.14	0.23	−0.05	0.27	0.18	0.95c	0.55c	1.00	5.43	2.20

^aP < 0.05
^bP < 0.01
^cP < 0.001. SD standard deviation. Score range: 1~5 for confidence, sex education, principal support, and self-efficacy

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