Burak L J
Worksite Tobacco-Control Project, Dana-Farber Cancer Institute, Boston, Massachusetts 02146.
AIDS Educ Prev. 1994 Aug;6(4):310-21.
Although studies have looked at school teachers' beliefs and attitudes toward AIDS and students with HIV/AIDS, none have specifically addressed teachers' intentions and attitudes toward teaching HIV/AIDS education. This study examines and predicts elementary school teachers' intentions to teach their students about HIV/AIDS. The postulates of the theories of reasoned action and planned behavior provided the framework for the examination of teachers' beliefs, attitudes, subjective norms, and perceived behavioral control regarding AIDS education. A sample of 198 elementary school teachers employed in the Commonwealth of Massachusetts completed self-administered questionnaires. Multiple regression analysis was used to predict intentions to teach HIV/AIDS, and to identify the determinants of intentions. Attitude, subjective norm, and perceived behavioral control, the variables of the theory of planned behavior, explained 64% of the variance in teachers' intentions; perceived behavioral control contributed the greatest weight to the prediction. Significant variance was additionally explained by three variables external to the theory of planned behavior: in-service training, grade taught, and past HIV/AIDS teaching behavior.
尽管已有研究关注学校教师对艾滋病以及感染艾滋病毒/艾滋病学生的信念和态度，但尚无研究专门探讨教师对开展艾滋病毒/艾滋病教育的意图和态度。本研究考察并预测小学教师向学生传授艾滋病毒/艾滋病相关知识的意图。理性行动理论和计划行为理论的假设为考察教师对艾滋病教育的信念、态度、主观规范及感知行为控制提供了框架。马萨诸塞州联邦的198名小学教师参与了问卷调查，问卷由教师自行填写。采用多元回归分析来预测开展艾滋病毒/艾滋病教育的意图，并确定意图的决定因素。计划行为理论的变量，即态度、主观规范和感知行为控制，解释了教师意图中64%的方差变异；感知行为控制对预测的贡献最大。计划行为理论之外的三个变量，即在职培训、所教年级和过去的艾滋病毒/艾滋病教学行为，也额外解释了显著的方差变异。
