Knowledge and Attitudes of School Teachers on Vaccination in Greece

Gkentzi, Despoina; Benetatou, Eleni; Karatza, Ageliki; Marangos, Markos; Varvarigou, Anastasia; Dimitriou, Gabriel

doi:10.3947/ic.2020.0153

Cited by 4 publications

(4 citation statements)

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“…Not only during the COVID-19 pandemic but also before the outbreak, teachers with children were more likely to report depression, anxiety, and stress symptoms ( 6 ). However, this result also corresponds to other studies, which found that teachers who are also parents have positive attitudes toward receiving the SARS-CoV-2 vaccine ( 65 ). It’s possible that participants were worried about the COVID-19 pandemic effects on themselves or their children.…”

Section: Discussionsupporting

confidence: 90%

Mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh

et al. 2022

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BackgroundVaccination of teachers is recommended during the COVID-19 pandemic to reduce the risk of infection for themselves and their students, as well as to encourage their parents to get immunized. The present study investigated the mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh.MethodsA cross-sectional survey was conducted in Bangladesh from March 4 to September 9, 2021. The frequency of symptoms of psychological distress, depression, anxiety, stress, post-traumatic stress disorder (PTSD), insomnia, and fear was assessed using the Bangla versions of the GHQ-12, PHQ-2, GAD-2, PSS-4, PC-PTSD-5, ISI, and FCV-19S scales, respectively.ResultsA total of 1,527 Bangladeshi teachers completed the questionnaire, with 678 (44.4%) being vaccinated and 849 (55.6%) being unvaccinated. Compared with unvaccinated teachers, vaccinated teachers had a statistically significant lower prevalence of psychological distress (35.8 vs. 42.9%), depression (37.6 vs. 46.4%), anxiety (31.9 vs. 45.1%), stress (18.3 vs. 32.0%), PTSD (33.0 vs. 43.8%), insomnia (25.2 vs. 36.9%), and fear symptoms (23.3 vs. 29.6%). Among vaccinated teachers, participants with master’s or lower degree levels had significantly higher symptoms of depression, stress, and fear than other education levels. Respondents with children had a significantly higher risk of depression, anxiety, stress, and fear symptoms than those who did not have children. Participants who lost family members, friends, or colleagues due to the COVID-19 pandemic had a significantly higher chance of experiencing symptoms of anxiety, PTSD, and fear than those who did not. On the other hand, unvaccinated male teachers were significantly associated with a higher risk of all mental health outcomes except psychological distress and PTSD symptoms compared to female teachers. Participants who were smokers had a significantly higher chance of anxiety, stress, and fear symptoms than non-smokers. Compared to participants with strong social support, those with poor social support had a higher risk of all mental health outcomes except PTSD symptoms.ConclusionThis study suggests emphasizing the vaccinated to unvaccinated teachers as soon as possible to control the infection and improve mental health outcomes. Vulnerable teachers also required special attention, health-related education, and psychological support.

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Section: Discussionsupporting

confidence: 90%

Mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh

et al. 2022

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“…Tutum sorularından alınan toplam puan 0,316 0,185 (0,147-0,224) <0,001 Yunanistan'da yapılan bir çalışmada öğretmenlerin %85'i Ulusal Bağışıklama Programlarına göre aşı olmaları gerektiğine inanmasına rağmen sadece %69,7'sinin aşılandığını ve öğretmenlerin %72,5'nin birçok aşının zorunlu olması gerektiğine inandıklarını gösterdi (14). Benzer şekilde çalışmamızda öğretmenlerin %69,9'u aşı yararının yan etkilerine kıyasla çok daha fazla olduğunu düşünmekteydi ve ulusal aşılama programındaki aşıların zorunlu olarak yapılması taraftarıydı (%74,6).…”

Section: Discussionunclassified

“…Çalışmaya katılanlar arasında evli olanlar (%84,7), çocuğu olanlar (%83,0) ve ortaokulda çalışanlar (%55,5) ağırlıktaydı. Katılımcıların AGÖ'den aldıkları puanlar 6-80 arasında değişmekte olup ortalama (SD); 59,9 (14,12) ve ortanca 60 puan idi.…”

Section: Bulgularunclassified

Assessment of Teachers’ Knowledge and Attitudes Towards Vaccines

Muz¹,

Metintaş²,

Önsüz³

et al. 2022

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Giriş: Aşı yaptırma tercihi bireylerin/vasilerinin kişisel kararları olmaktan çok bulundukları çevrenin (fizik, biyolojik ve sosyal) ve yürütülen sağlık hizmetlerinin bir sonucudur. Çalışmada Türkiye gibi gelişmekte olan ülkelerde topluma önderlik edebilecek meslek gruplarından birisi olan öğretmenlerde aşı ile ilgili bilgi ve tutumları ile aşı güvenirliği düzeylerinin değerlendirilmesi amaçlandı. Gereç ve Yöntem: Çalışma, 2020 eğitim-öğretim yılının ilk yarıyılında Eskişehir il merkezinde yapılmış kesitsel tipte bir araştırmadır. İldeki okullar ilkokul ve ortaokul olarak tabakalandırıldı. Tabakaların ağırlıkları dikkate alınarak seçilecek okul sayıları belirlendi. Okulların listesinden rastgele örneklemle belirlenen 9 ilkokul, 12 ortaokul; toplamda 21 okul seçildi. Seçilen okullarda görev yapmakta olan ve çalışmaya katılmayı kabul eden 752 öğretmen çalışmaya alındı. Bulgular: Katılımcıların Aşı Güvenirlik Ölçeği'nden aldıkları toplam puan ile bilgi sorularından aldıkları toplam puanlar arasında pozitif yönde zayıf bir ilişki (r=0,277, p=<0,001), tutum sorularından aldıkları toplam puanlar arasında ise pozitif yönde orta düzeyde bir ilişki (r=0,440, p=<0,001) olduğu saptandı. Sonuç: Çalışmada öğretmenlerin aşı bilgilerinin pek yüksek olmadığı ancak verilecek eğitimler ile bilgi düzeylerinin artırılması ile aşıya karşı güven duygularının arttığı gösterilmiştir. Aşılama programlarının yaygınlaştırılmasında öğretmenlerin ön saflarda görevlendirilmeleri ile toplumsal bağışıklamanın hız kazanacağına inanılmaktadır.

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“…There is currently limited information on the general characterization of vaccine confidence in public-school teachers, with preliminary findings indicating the overall teachers are supportive of vaccination [ 7 , 8 ], As such, there continues to be a need to measure and characterize vaccine confidence, explore how teachers perceive their role within the school-based immunization program, and identify potential for opportunities to engage teachers more in school-based immunization programs. Increasing our understanding of vaccine confidence, in relation to the role teachers play in immunization decision making, will inform potential future interventions to improve vaccine uptake.…”

Section: Introductionmentioning

confidence: 99%

Characterization of vaccine confidence among teachers in British Columbia, Canada: A population-based survey

et al. 2023

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Objectives Teachers are an important occupational group to consider when addressing vaccine confidence and uptake for school-aged children due to their proximate role within school-based immunization programs. The objectives of this study were to characterize and identify sociodemographic factors associated with vaccine confidence and describe teachers’ knowledge of and perceived role in the school-based immunization program, with the aim of informing public health policy and identifying opportunities for supporting teachers in their role in school-based immunization programs. Methods A cross-sectional survey of elementary and secondary public-school teachers in British Columbia was completed from August to November 2020. Respondents provided sociodemographic information, as well as past vaccination experience, vaccine knowledge, and perceived role in the school-based immunization program. Vaccine confidence was measured using the Vaccine Hesitancy Scale (VHS). Characteristics associated with the VHS sub-scales ‘lack of confidence in vaccines’ and ‘perceived risk of vaccines’, were explored using ANOVA. Descriptive analysis was completed for teachers’ perceived role in the immunization program. Results 5,095 surveys were included in this analysis. Overall vaccine confidence was high, with vaccine hesitancy being related to the perceived risk of vaccines rather than a lack of confidence in the effectiveness of vaccines. ANOVA found significant differences for both VHS-sub-scales based on sociodemographic factors, however, the strength of the association was generally small. High general vaccine knowledge and never having delayed or refused a vaccine in the past were associated with higher vaccine confidence. Overall, teachers reported a lack of clarity in their role within the school-based immunization program. Conclusions This large population-based observational study of teachers highlights a number of key engagement opportunities between public health and the education sector. Using a validated scale, we found that overall, teachers are highly accepting of vaccines, and well situated as potential partners with public health to address vaccine hesitancy.

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Knowledge and Attitudes of School Teachers on Vaccination in Greece

Cited by 4 publications

References 5 publications

Mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh

Mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh

Assessment of Teachers’ Knowledge and Attitudes Towards Vaccines

Characterization of vaccine confidence among teachers in British Columbia, Canada: A population-based survey

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