AN ASSESSMENT OF SECONDARY SCHOOL TEACHERS' KNOWLEDGE ATTITUDE AND PERCEPTION OF SEX EDUCATION

Abstract

Sex education in schools is a controversial subject. Not all authorities on sex education agree that it should be given in schools. Some state that it is the responsibility of a child's parents, since parents know their offspring best. Brewer (1997) advises that since children learn more from parental example than from sex lessons, they naturally pick up at home values for living of which sex is only one. However parents are known to have often shirked this responsibility. Therefore many more people are advocating sex education in schools. Williams (1979) however feels that the quality of the teacher could also be an important factor in sex education in schools. Presently in Nigeria the introduction of sex education into our secondary schools is being considered and promoted and public opinion is being polled. The various viewpoints are discussed in the literature review. This study was designed to determine what obtains in secondary schools in Ibadan concerning sexual health; in particular, the role of the teacher, their attitudes, knowledge and perceptions of the adolescent student and the students' sexual behaviour and activities. The study also set out to determine what teachers contribute to students' sexual behaviour and if they (the teachers) are in favour of health education in schools. A sample of the teacher population was interviewed to find out what they knew and did about sex education of their students despite the fact that the subject is not at present formally included in the schools' curriculum. The respondents were also observed during the interview using interview checklists. The findings revealed that although majority of the teachers were in favour of the teaching of sex education in schools, they felt that it is the responsibility of the parents. The study also showed that most of the male teachers did not wish to be involved in sex education. They felt sex education is mainly for female students. In addition the respondents were of the opinion that whoever was going to handle sex education in schools would need further training. The study showed the existence of a communication gap between teachers and students, especially on sexual matters. This gap could be bridged by, among others, organising special workshops on the communication process for teachers and students, and improving the facilities and opportunities for more intimate teacher/student interaction. With respect to the general disposition of the study group towards the introduction of sex education in schools, the study revealed a more favourable and positive disposition among the younger than the older (over 40 years of age) teachers, those who specialised in teacher education, like guidance counseling than those who did not; teachers in mixed (boys and girls) schools as well as girls only schools than those in boys only schools, and unmarried rather than married teachers. The differences in this attribute showed in particular that married female teachers were less favorably disposed to the subject of the study than their unmarried female colleagues. Religious affiliation of the respondents apparently had no significant influence on the attitude of the study group to subject of sex education in schools. Among the negative attitudes, of teachers that were identified by the study, and which could act as obstacles to the teaching of sex education is the apprehension of many teachers that their involvement in sex education could expose them to ridicule, and the charges of attempting to corrupt their students was paramount. This apprehension to a large extent is a reflection of the lack of comprehension, and in some instances a misconception, of the nature of sex education by majority of the respondents. The study has succeeded in determining the knowledge, attitudes and perceptions of secondary school teachers in Ibadan on student sexual behaviour and the sex education/ counseling roles they have been playing and are likely to play. It has thus identified opposition that could be expected to the introduction of sex education in schools and has recommended the ways by which the potential obstacles could be overcome.