Ramiro Lúcia, Matos Margarida Gaspar de
Faculdade de Motricidade Humana, Universidade Técnica de Lisboa, Lisboa, Portugal.
Rev Saude Publica. 2008 Aug;42(4):684-92. doi: 10.1590/s0034-89102008005000036. Epub 2008 Jun 27.
To assess perceptions and attitudes regarding sex education among middle and high school teachers in Portugal.
A study comprising 371 middle and high school teachers, both female and male, was conducted in Portugal in February and March 2006. Data was collected through snowball technique. The questionnaire was made up of two parts: the first collected data on demographics, career, religious background and training and experience in sex education; the second part presented three measures related to sex education, one assessed attitudes, another importance given to sex education, and the third the grade at which respondents believed sex education topics should be taught. The analysis of differences between gender, trained and untrained teachers in sex education, and experienced and non-experienced teachers in teaching sex education was carried out using ANOVA.
Overall, teachers showed a fairly straightforward attitude towards sex education and assessed it as moderately/highly important. Body image was found to be the only topic that should be introduced in the 5th and 6th grades. Female teachers [F(1;366)=7.772;p=.006], trained teachers [F(1;351)=8.030; p=.005] and experienced teachers in teaching sex education [F(1;356)=30.836;p=.000] showed a more positive attitude towards sex education (M=39.5; 40.4; 41.3; respectively). Only trained teachers assessed its teaching as highly important [F(1;351)=5.436;p=.020]; and female teachers believed it should be introduced earlier [F(1;370)=5.412;p=0.021].
In general, teachers favor sex education in school. The fact that most topics of sex education are only taught in the 5th-6th or 7th-9th grades may have serious consequences since sex education has to be introduced before students engage in sexual behaviors.
评估葡萄牙初中和高中教师对性教育的认知和态度。
2006年2月和3月在葡萄牙对371名初中和高中教师（包括男性和女性）进行了一项研究。数据通过滚雪球技术收集。问卷由两部分组成：第一部分收集有关人口统计学、职业、宗教背景以及性教育培训和经验的数据；第二部分提出了与性教育相关的三项指标，一项评估态度，另一项评估对性教育的重视程度，第三项评估受访者认为性教育主题应在哪个年级讲授。使用方差分析对性别、接受过性教育培训和未接受过培训的教师以及有性教育教学经验和无经验的教师之间的差异进行分析。
总体而言，教师对性教育表现出相当直接的态度，并将其评估为中等/高度重要。身体形象被认为是唯一应该在五、六年级引入的主题。女教师[F(1;366)=7.772；p=.006]、接受过培训的教师[F(1;351)=8.030；p=.005]和有性教育教学经验的教师[F(1;356)=30.836；p=.000]对性教育表现出更积极的态度（分别为M=39.5；40.4；41.3）。只有接受过培训的教师将其教学评估为高度重要[F(1;351)=5.436；p=.020]；女教师认为应该更早引入[F(1;370)=5.412；p=0.021]。
总体而言，教师支持学校开展性教育。由于性教育必须在学生开始性行为之前引入，而大多数性教育主题只在五、六年级或七、九年级讲授，这一事实可能会产生严重后果。
