Maasoumi Raziyeh, Azin Seyed Ali, Nedjat Saharnaz, Parto Moslem, Zamani Hajiabadi Arshia, Samadaee Gelehkolaee Keshvar
Department of Reproductive Health, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Heliyon. 2024 Jan 7;10(2):e24170. doi: 10.1016/j.heliyon.2024.e24170. eCollection 2024 Jan 30.
Professional competence is the basic need of teachers in effective sexuality education. Therefore, the aim of this study was to evaluate the impact of school-based sexuality education (SBSE) on teachers' professional competence (TPC), using the information, motivation, and behavioral skills (IMB) model, in boys' schools.
A randomized controlled field trial was conducted on 60 teachers who taught adolescents aged 11-19 years and were selected from 12 public boys' schools in Sari, northern Iran. Two groups (intervention and control) were assigned using a multi-stage stratified random sampling method. Researchers utilized a self-reported socio-demographic questionnaire and an IMB model-based questionnaire to assess the effects of the educational program. Four groups of 6-8 people underwent six 2-h training sessions based on an IBM model. Teachers were assessed before, immediately, and six weeks after the intervention to evaluate the outcome variables. The data were analyzed using the software SPSS-V19 and Chi-square test, Independent -test, One-way ANOVA, and Repeated Measure ANOVA.
There were no significant differences between intervention and control groups at the baseline in socio-demographic characteristics and TPC (p > 0.05). The mean scores of TPC in sexuality education in every three dimensions of knowledge (P = 0.001), skill (P = 0.002), and attitude (P = 0.007) were significantly higher in the intervention group than in the control group.
The results of this study show that by using the SBSE program based on the IMB model, the TPC for teaching sexual issues can be improved.
专业能力是教师开展有效性教育的基本要求。因此，本研究旨在采用信息、动机和行为技能（IMB）模型，评估伊朗北部萨里市12所公立男子学校中，校本性教育（SBSE）对教师专业能力（TPC）的影响。
对60名教授11至19岁青少年的教师进行了一项随机对照现场试验，这些教师选自伊朗北部萨里市的12所公立男子学校。采用多阶段分层随机抽样方法将教师分为两组（干预组和对照组）。研究人员使用一份自我报告的社会人口学问卷和一份基于IMB模型的问卷来评估教育项目的效果。四组每组6 - 8人参加了基于IBM模型的六次为时2小时的培训课程。在干预前、干预后立即以及干预后六周对教师进行评估，以评价结果变量。使用SPSS-V19软件以及卡方检验、独立样本t检验、单因素方差分析和重复测量方差分析对数据进行分析。
干预组和对照组在基线时的社会人口学特征和教师专业能力方面无显著差异（p > 0.05）。干预组在性教育教师专业能力的知识（P = 0.001）、技能（P = 0.002）和态度（P = 0.007）这三个维度上的平均得分均显著高于对照组。
本研究结果表明，通过使用基于IMB模型的校本性教育项目，可以提高教师在性教育教学方面的专业能力。
