Effectiveness of Violence Management Program on Primary School Teachers Knowledge and Attitudes

Abstract

Background: Nothing is more satisfying than witnessing a child in good health. Every child has the right to protection against all types of maltreatment, prejudice, and exploitation, and part of that protection is the right to live in a secure environment that upholds the child's wellbeing. Aim: The current study's objectives are to evaluate the impact of the teacher education program on their knowledge of and attitudes about school violence, as well as to explore how these factors relate to teachers' knowledge of and attitudes toward other demographic factors. Methodology: Pre- and post-program testing was applied for the study group from September 15, 2020, to May 10, 2022, as part of the current study's quasi-experimental methodology. To accomplish the goals of the study, the researcher designed the software and tools. To ensure that the statistics are reliable and representative, an intentionally non-probability sample of (80) elementary teachers was chosen. Eighty teachers made up the sample, divided into two groups. The chosen teachers were equally divided between the study and control groups, each with 40 participants. The online instructional program about school violence was shown throughout the research group. The control group never saw any of the software. The management program's efficacy is evaluated using a knowledge test that includes (31) items. (15) items knowledge regarding the causes of child violence, (16) items regarding signs that may alert that the child may exposed to violence Results: The study's findings showed that the study group's knowledge of the causes of violence and the warning signs that a child might be exposed to violence was poor, but that knowledge had improved by the time of the post-test when it came to these topics as well as warning signs that a child might be exposed to violence. The study's findings showed that the study group had unfavorable attitudes concerning school violence, albeit these attitudes had changed by the time of the post-test following the implementation of the program. Conclusion: The violence Management Program aims to improve teachers' attitudes about the phenomena of school violence as well as their knowledge of the reasons for and warning signals that a child may have been exposed to violence. Following exposure to an educational program linked to the control of violence, instructors' attitudes and knowledge improved. In contrast, the control group did not demonstrate any improvement in pre- and post-test knowledge and attitudes regarding school violence. Age, marital status, and education level influenced teachers' views regarding school violence; high teachers' education levels had a beneficial effect on their knowledge.