Primary school in-service educators' perceptions of cholera
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Date
2003
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Abstract
The study was conceived after the incidence of cholera outbreak that disrupted or seriously disturbed the normal running of many schools. The learners were moving in and out of hospitals in great numbers in certain areas in the Northern parts of KwaZulu Natal. The curriculum was difficult to follow, particularly the programme of the year's specific outcomes was hardly achievable because of the high level of absence of learners. I was one of the educators that experienced this disruption of learning by learners through ill health. Many schools in Esikhawini cater for many children from informal settlements.
The study was therefore designed to find out the level of information or knowledge educators have about cholera. The researcher wondered what role educators could play in educating learners about cholera. It was observed that educators, particularly in rural areas, could be major players in bringing light where there is none. Long time ago teachers were respected as sources of useful knowledge. The researcher thought that if educators are knowledgeable in cholera issues their knowledge could filter to the learners and assist in the lowering of cholera incidents resulting in the lack of ignorance about the disease.
The researcher therefore decided to explore and find out answers to the following:-
• To explore the level of information and understanding of cholera among primary school teachers.
• To discover misconceptions that primary teachers have about cholera and its management.
• To explore the kind of accommodation and living conditions teachers in rural areas experience, which might give light to the periodic epidemics of cholera in KwaZulu-Natal.
Data was collected using a questionnaire. A questionnaire was found to be the most suitable instrument for the study, because it gave the respondents enough time to think over about their environment that could lead to the spread of cholera and give appropriate responses. The interview could have been a better tool to use because it would allow probing, but the large number of teachers would not have made it possible.
The main findings of the study are presented below:-
The respondents did not have any difficulty in responding to the questionnaire, since it was within their level of comprehension. The responses of educators in the study, however, showed lack of conceptual understanding or misconceptions about the nature of cholera. For instance, some educators did not realise the need to protect themselves at all when handling the soiled clothes of the infected persons or when nursing them Possible infection could come from handling clothes soiled with faecal matter and washing one's hands in infected water. This would cause a vicious cycle of infection and re-infection.
There seemed to be a lack of understanding among 21.37% respondents on how to handle soiled clothes of infected people. Unless handled hygienically, soiled clothes could be a source of infection or re-infection. Other respondents realised that one had to protect one's hands with gloves or disinfect the soiled clothes with jik or boil them. These are some methods of disinfection suggested by various media, which some in-service teachers seem to have picked up (see appendix 2). This question of handling soiled clothes of the infected needed the educator to think critically. For instance, while boiling the clothes might be fine; jik would work but probably spoil coloured clothes. People in rural areas are poverty stricken and would not appreciate a method that would spoil the few clothes they have. Sustainability and economic use of our resources is important in rural areas.
In some cases it was difficult for the educators to come up with a clear expression of their thoughts because of language problems. English is a second language to all the educators but for 15.17% of them there was a problem of understanding English language. This led to confused responses. For instance, one respondent said, "Handle clothes on the side where there is no soil". Soil in this case did not refer to the top layer of the land surface of the earth but referred to making something dirty. Another candidate underlined soiled and said, "I don't know", conveying that the meaning of "soiled" was not understood. A few respondents thought soaking the clothes for the whole day or putting starsoft might kill cholera vibrio. It is such misconceptions made by teachers, which highlight the importance of giving relevant contextualised in-service training to educators. If the educators are to make a difference in the lives of children of cholera infested areas, the government needs to conduct effective in-service programmes so that educators are empowered with accurate information.
A very high percentage of the educators knew about the signs and symptoms of cholera and the first aid that is given to the infected person. Good hygiene was reported to be practised by all the respondents. Ninety five percent (95%) in the study acknowledged the need to wash hands after using the toilet. Only 5% of the respondents thought washing hands once a day was enough. The five percent of teachers who did not place any significance in washing hands regularly is significant because teachers are in contact with many children and they need to pass on accurate information to their learners.
A number of the respondents (40.74%) had attended formal workshops in hospital or clinics in the rural areas. However, a higher number of respondents (59.26%) had not had any formal training in cholera. From the responses of the whole group it was, however, clear that the respondents had picked up some information on cholera from other sources. Some 24.53% teachers still live in one or two-roomed houses alone or with their families. Such conditions do not promote good health conditions. Overcrowding leads to the quick spread of diseases. Poor housing of teachers in rural areas underlies the general poverty that is experienced by rural communities. Such poverty leads to poor sanitation and easy spread of diseases.
Dehydration is the main killer of cholera patients. Unfortunately only 24.53% of the respondents knew at least one symptom of dehydration. In schools where cholera is prevalent, it is important for educators to be able to identify a dehydrated child. A good 75.47% respondents had no clue about symptoms of dehydration. Many of the respondents (54.72%), however, knew how to make a rehydration solution as a first aid measure before taking the patient to hospital. Knowing what solution to use to rehydrate an individual is not enough if you cannot identify people who need t his kind of assistance. Many parents of learners in rural areas are illiterate and may not pick up signs of dehydration in their children, but educators must be able to do so.
The study showed that primary school educators have a patchy knowledge base about cholera with a high percentage being well informed only on the symptoms of cholera. Educators can form a very effective tool of informing learners about the dangers of cholera and how it can be prevented and managed once one is infected. In KwaZulu-Natal, in particular, with its prevalent episodes of cholera, it is important that educators are literate on issues around cholera infection. The educators can play an active role of educating learners who in turn can educate their families. For lessons on cholera to be effective, the teachers themselves must have accurate information on cholera issues.
Description
A mini thesis submitted in partial fulfillment of the requirements for the Degree Master of Environmental Education at the University of Zululand, South Africa, 2003.
Keywords
Cholera -- knowledge of