Teachers Matter: Baseline Findings on the HIV-Related Needs of Kenyan Teachers

This 10-page report summarises the findings of a 2004 Horizons baseline survey that looked at the HIV intervention needs of teachers in Kenya. According to the report, most school-based HIV interventions in sub-Saharan Africa rely on teachers as behaviour information and behaviour change agents to deliver messages to children. Few interventions are designed for teachers as direct beneficiaries, even though teachers themselves are at risk of HIV infection. The report states that in Kenya, the number of teacher deaths tripled between 1995 and 1999, with HIV/AIDS thought to be the largest contributor to teacher mortality.

The survey covered 120 public schools in four districts in Kenya. In each school, teachers were invited to complete a questionnaire. In addition, 24 focus groups were held with teachers to supplement information from the questionnaire.

The study found that, although teachers are well educated, many are confused or uninformed about important aspects of HIV prevention. For example, many teachers are not aware of the possibility of HIV re-infection or multiple infections and are unsure about the efficacy of condoms. The survey also found that teachers have differing reactions to HIV-positive children versus adults. While they are accepting and sympathetic towards children living with HIV, they exhibited stigmatising attitudes towards adults living with HIV. Teachers are also concerned about HIV in the workplace but are not always clear about modes of transmission. According to the report, most of the teachers surveyed had not been tested, and many did not want to be tested.

The report also contains key recommendations for addressing these gaps, misconceptions, and concerns. It suggests that teachers need to be provided with accurate information around HIV/AIDS, including information about positive living, antiretroviral therapy, palliate care, management of opportunistic infections, available care, support services, and modes of transmission. It also recommends that teachers receive training on how to handle emergencies in school to minimise their chances of getting infected, as well as information about the rights of teachers if they become infected. The authors also suggest that HIV programmes inform teachers about the benefits of early testing, including accessing care and treatment which, according to the report, is now available and affordable in Kenya. They also recommend introducing mobile voluntary counseling and testing (VCT) services near schools or at sites where teachers attend training and seminars so that HIV testing is available to them.

According to the report, Horizons has developed and is implementing an HIV intervention programme designed for teachers and based on the findings of this baseline study. The project revolves around a self-directed workplace manual and brochures and other behaviour change materials specifically for teachers. It also involves peer education training, VCT services, and the distribution of workplace policy related to HIV infection and safety.