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<p>Sexual and Reproductive Health (SRH) education is a fundamental component of adolescent development. Teachers’ self-perceived confidence influences the quality and effectiveness of school-based SRH education. This study aimed to assess the confidence of government schoolteachers in the Colombo Education Zone in addressing student SRH issues and to identify associated factors. A descriptive cross-sectional study with an analytical component was conducted among 600 teachers of Grades 6–11. A self-administered questionnaire was used with cluster sampling proportionate to school size. Confidence was measured using a scoring system, and was dichotomized. Associations were analyzed using Chi-square tests at 5% significance. Variables with <i>p</i>&lt;.20 were entered into binary logistic regression. Generalized Estimating Equation (GEE) analysis was followed. Response rate was 93.8% (<i>N</i> = 600). Overall, 51.3% (<i>N</i> = 308, 95%CI 47.3–55.3) reported satisfactory confidence. Participants felt most confident teaching the menstrual cycle and adolescent challenges [median(IQR) 8 (5–10)] and least confident discussion legal and policy aspects [median(IQR) 6 (4–8)] and communicating sexual practices with parents [median(IQR) 5.5 (3–8)]. In binary logistic regression, satisfactory confidence was significantly associated with teaching Science/Health/Counselling (OR = 2.972), having a child in adolescent age group (OR = 1.442) and emphasis provided by school (OR = 2.034). Sex, age and service duration showed no statistically significant association (<i>p</i> &gt; .05). GEE elicited significant associations with subject taught and school emphasis(<i>p</i> &lt; .05). Nearly half of teachers had satisfactory self-confidence (51.3%). Higher self-confidence was associated with school support and subject taught. Schools should prioritize sexual and reproductive health (SRH) education and support teachers through clear policies especially for those not involving teaching health-related subjects.</p>

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Self-perceived confidence on responding to sexual and reproductive health issues of students and its associated factors among government school teachers in Colombo Education Zone of Sri Lanka

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  • 发表日期：

    2026年6月14日

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  • Mansoor Muthahhara,
  • Y. C. Nilushika,
  • P. K. Buddhika Mahesh

摘要

Sexual and Reproductive Health (SRH) education is a fundamental component of adolescent development. Teachers’ self-perceived confidence influences the quality and effectiveness of school-based SRH education. This study aimed to assess the confidence of government schoolteachers in the Colombo Education Zone in addressing student SRH issues and to identify associated factors. A descriptive cross-sectional study with an analytical component was conducted among 600 teachers of Grades 6–11. A self-administered questionnaire was used with cluster sampling proportionate to school size. Confidence was measured using a scoring system, and was dichotomized. Associations were analyzed using Chi-square tests at 5% significance. Variables with p<.20 were entered into binary logistic regression. Generalized Estimating Equation (GEE) analysis was followed. Response rate was 93.8% (N = 600). Overall, 51.3% (N = 308, 95%CI 47.3–55.3) reported satisfactory confidence. Participants felt most confident teaching the menstrual cycle and adolescent challenges [median(IQR) 8 (5–10)] and least confident discussion legal and policy aspects [median(IQR) 6 (4–8)] and communicating sexual practices with parents [median(IQR) 5.5 (3–8)]. In binary logistic regression, satisfactory confidence was significantly associated with teaching Science/Health/Counselling (OR = 2.972), having a child in adolescent age group (OR = 1.442) and emphasis provided by school (OR = 2.034). Sex, age and service duration showed no statistically significant association (p > .05). GEE elicited significant associations with subject taught and school emphasis(p < .05). Nearly half of teachers had satisfactory self-confidence (51.3%). Higher self-confidence was associated with school support and subject taught. Schools should prioritize sexual and reproductive health (SRH) education and support teachers through clear policies especially for those not involving teaching health-related subjects.