School district-provided supports to enhance sexual health education among middle and high school health education teachers. (June 2020)

• Record Type: Journal Article
• Authors: Szucs, Leigh E.; Rasberry, Catherine N.; Jayne, Paula E.; Rose, India D.; Boyce, Lorin; Murray, Colleen Crittenden; Lesesne, Catherine A.; Parker, J. Terry; Roberts, Georgi
• Is Part Of: Teaching and teacher education. Volume 92(2020)
• Publication Date: 2020-06
• Subjects: Professional development -- Curriculum -- Sexual health education -- STD/HIV prevention -- Adolescent pregnancy prevention -- Sexual health promotion; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2020.103045
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Schools support teachers in their professional learning, just as teachers support students in their learning. To accomplish this, schools can provide support systems that enhance teachers' knowledge, comfort, and instructional skills. This study examined the impact of two district-provided supports (curriculum and professional development) on sexual health instruction among middle and high school health education teachers. Data were abstracted and analyzed using inductive coding from 24 teacher interviews (2015–2016). Findings illustrate outcomes from both curriculum and PD on teachers' self-reported knowledge, comfort, and skills. The district-provided supports appeared to contribute to improved teachers' self-efficacy in delivering sexual health education. Highlights: Teachers need the same tailored support and scaffolding to improve their knowledge and skills as students do. Curriculum, training, and instructional coaching improve teachers' delivery in sexual health education. Teachers' self-efficacy and skilled use of interactive pedagogy increased after district-provided professional development.