Nigerian Journal of Paediatrics

How much do school teachers know about childhood asthma in Ilesa Nigeria

Niger J Paediatr 2017; 44 (2):68 – 75

ORIGINAL

Kuti BP

How much do school teachers

Kuti DK

Omole KO

know about childhood asthma in

Oso BO

Ilesa, Nigeria?

Mohammed LO

Minna YA

DOI:http://dx.doi.org/10.4314/njp.v44i2.5

Accepted: 10th March 2017

Abstract : Background: Child-

the teachers had university

hood asthma is affected by events

education while only 7 (5.3%) had

Kuti BP (

)

and conditions of the school envi-

a post graduate degree. The mean

Omole KO, Oso BO

ronment. Teachers as de-facto

(SD) score of the 40 item ques-

Mohammed LO

caregivers of children with asthma

tions was 21.5 (7.2) and majority

Department of Paediatrics,

have a major role to play in ensur-

(51.5%) had poor asthma knowl-

Wesley Guild Hospital, Ilesa,

ing good asthma control in school.

edge (score < 22). Poorer knowl-

Nigeria

This study set out to determine the

edge was observed in questions

Email: kutitherapy@yahoo.com

level of knowledge of school

related to the nature and manage-

teacher about childhood asthma

ment of childhood asthma than

Kuti DK

and

factors

influencing

this

triggers and manifestations. No

Department of Paediatrics and

knowledge.

significant correlation was found

Child Health Obafemi Awolowo

Methods: Four secondary schools

between knowledge and age,

University, Ile-Ife, Nigeria

(two private and two public) in

teaching experience and qualifica-

Ilesa, South West Nigeria were

tions (p > 0.05). However, teachers

Minna YA

selected by multistage sampling

with previous training about child-

Department of Paediatrics,

method. All the teachers in these

hood asthma had relatively good

National Hospital

schools were required to fill a self

knowledge about the condition. (p

Garki, Abuja,

-administered questionnaire incor-

<0.05)

Nigeria

porating a validated

40-item

Conclusion: The level of knowl-

asthma knowledge questions. Fac-

edge about childhood asthma

tors associated with the level of

among school teachers in Ilesa is

knowledge were determined ap-

poor particularly as regards to na-

propriately.

ture and management of the dis-

Results: A total of 132 teacher

ease. We advocate for training of

(M: F = 1:2) participated in the

school teachers about common

study with 85 (64.4%) from pri-

childhood conditions including

vate school. The mean (SD) age

asthma to ensure optimal symp-

of the teachers was 38.0 (9.1)

toms control in school.

years and median (IQR) years in

teaching service was 7.0 (5.0 to

Keywords:

Childhood asthma,

15.0) years. Majority (56.1%) of

Knowledge, School teachers

Introduction

School children are required to take part in physical ac-

tivities and exercise at school either formally as part of

Asthma is a chronic inflammatory airway disorder char-

physical and health education or informally as leisure

and peer activities. These physical activities are often

acterised by recurrent episodic airway narrowing mani-

festing as intermittent or persistent wheeze, chest tight-

potent triggers of acute exacerbations of asthma in chil-

dren. Poorly controlled childhood asthma is a leading

ness, breathlessness and cough. These symptoms may

resolve spontaneously or with medications. Asthma af-

cause of school absenteeism which may lead to poor

fects all age groups including school aged children. The

academic performance and ultimately to poor quality of

life.

prevalence of childhood asthma has been reported to be

increasing worldwide. Childhood asthma is believed to

The events and occurrences in schools as well as the

school environment greatly affect the asthmatic child.

affect 5-10% of school aged children in Nigeria with

another 3-5% probably unrecognized. Falade et al in

Excessive bully by peers and teachers can cause school

2004, using ISAAC questionnaire, reported a prevalence

phobia and emotional distress which can lead to acute

of 7.6% among school age children in Ibadan, Nigeria.

asthmatic exacerbations and make symptoms control

very difficult.

8-9

Likewise the presence of triggering

Sample size estimation

factors in the school environment such as dust, fumes,

pollens, unfavourable weather conditions, certain food

The minimum sample size for this study was estimated

using open Epi sample size software.

(R) 22

and dust mites which the child with asthma may be per-

Based on the

sistently exposed to may also make symptoms control

assumption that 38% of teachers would have limited

equally difficult.

8-9

Conversely, excessive protection of

knowledge of childhood asthma (from the study of Gov-

ender and Gray) and a 10% level of precision in a

children with asthma and exempting them from partici-

pating in school sports and recreational activities can

cluster of 24 schools in the local government and an

make the child feel isolated and ostracized often leading

estimated 95% respondent rate, a minimum sample size

to depression and low self-esteem.

of 130 was obtained.

School teachers are the primary caregivers and custodi-

ans of the children under their care during the school

Study procedure

hours and they are often called upon to help children

with acute asthmatic exacerbations.

They are also re-

The permission of the local educational authority and

quired to assist children with the use of their medica-

institutional ethical approval from the Institute of Public

tions and provide care and first aid treatment together

Health, Obafemi Awolowo University, Ile-Ife, Nigeria

with the school health workers for the children with

was obtained to carry out this study. The permission and

asthma child before their parents and or health care pro-

approval of the principals and head teachers of the par-

fessionals are contacted. It is therefore very important

ticipating schools were also obtained. Consent from all

for the school teachers to know about childhood asthma

the teachers in the selected schools was obtained and

and indeed common childhood health conditions to be

they were sensitized about the nature and reasons for the

able to be of meaningful assistance to the children under

study.

their care.

The study participants were then required to fill a self-

Consequently lots of studies had been carried out to de-

administered questionnaire to capture their age, sex,

termine the level of knowledge of school teachers about

highest educational qualifications and number of years

childhood asthma

13-19

with reports of variable levels of

in teaching service. Also of interest was whether the

knowledge and obvious gaps in knowledge about differ-

study participants had previous information about child-

ent aspects of the disease.

13-19

The majority of these

hood asthma and the sources of the information. Per-

studies were from developed countries of Europe and

sonal and/or family history of asthma was obtained as

and Asia

14, 18

North America

12, 17, 19

with paucity of data

well as history of previous experience with students with

from sub-Saharan Africa including Nigeria.

asthma. Also the teachers were asked if they had wit-

As levels of knowledge about childhood diseases includ-

nessed or assisted any child with acute asthmatic exacer-

ing asthma may be affected by localperceptions and ex-

bations in the past. The disposition of the teachers as

periences, myths and beliefs which may differ from one

regards having a child with asthma in their classroom

place to another. It is important to assess the levels of

was also ascertained.

awareness and knowledge about childhood asthma

among school teachers in this locality. This study there-

School teachers’ Asthma knowledge assessment

fore sets out to determine the level of knowledge of

school teacher about different aspects of childhood

The level of knowledge of the school teachers about

asthma and factors influencing these levels of knowl-

childhood asthma was assessed using the Asthma

edge among school teachers in Ilesa, Nigeria.

Knowledge Questionnaire (AKQ). This was a 40-item

questions derived from previous validated questionnaire

(Govender and Gray) The questionnaire was pre-tested

Methods

in a pilot study among teachers in a school different

Study design

from those selected for the study for content and face

validity of the questions.

This was a cross sectional study

Study location: The study was carried in four secondary

The AKQ has four parts thus: Part one with 11 questions

schools in Ilesa East Local Government Area, State of

assess general knowledge about childhood asthma; part

Osun, Nigeria. Ilesais the largest town in Ijesaland,

two with eight questions assess knowledge about signs

located about 200 kilometres north-east of Lagos.

and symptoms of childhood asthma; part three with 11

questions assess knowledge about common triggers of

Sample selection

childhood asthma, while part four with 10 questions

assessed knowledge about asthma medications and man-

The local government has 24 secondary schools, 11 pub-

agement. The study participants were required to pick

lic (middle school) and 13 Private.

The participating

one of three options for each question - a “true”, “false”

schools were selected by multistage sampling – all the

or “don’t know”. The “don’t know” option was included

schools in Ilesa East LGA were divided into two i.e.

to discourage the study participants from guessing and

public and private, (the sampling frame) the two schools

only pick the options they are sure of. A score of one

were then selected each from the pools of public and

was allocated for every correct answer and ‘0” for a

private schools by simple randomization method.

wrong and “don’t know” response. For the purpose of

this study, score less than 22 was considered poor or

Table 1: Socio-demographic characteristics and general infor-

suboptimal knowledge of childhood asthma.

mation of the school teachers

Socio-demographic characteristics

Frequency

Percentage

Data analysis

(n = 132)

(%)

Sex

32.6

This was done using the Statistical Programme for So-

Male

32.6

cial Sciences (SPSS) software version 17.0 (SPSS Inc.,

Female

67.4

Chicago 2008, IL, USA) and WinPEPI®.

Categorical

Age

20-29

15.9

variables such as sex, age categories and highest educa-

30-39

49.2

tional qualifications of the teachers were summarized

40-50

19.7

using proportions and percentages, while continuous

50-60

15.2

variables such as scores of study participants from the

Type of school

AKQ and length of time in teaching service were sum-

Public

35.6

marized using mean and standard deviations (SDs) for

Private

64.4

normally distributed variables and median and interquar-

Ethnicity

tile ranges (IQR) for non-normally distributed ones. Dif-

Yoruba

118

89.4

ferences between continuous variables were analyzed

Igbo

9.1

Others

1.5

using Student’s t -test, while categorical variables were

Level of education of the teachers

analyzed using Pearson’s Chi - square test and Fisher’s

National Certificate of Education

33.3

exact test as appropriate. Pearson or Spearman rho was

Ordinary National Diploma

5.3

used to assess the correlations between school teachers’

Degree/Higher National Diploma

56.1

scores in the AKQ and their ages, length of service in

Post graduate

5.3

the teaching profession. The level of significance at 95%

Years in teaching service

confidence interval was taken at P < 0.05.

< 10

56.1

10 -19

24.2

20 -29

17.4

≥30

2.3

Results

Experience with asthma

Personal history

6.8

Of the 150 questionnaire distributed to the schools, 132

Close relative

18.9

(88.0%) were adequately filled and form the basis of

Previous information about asthma

65.2

further analysis. One hundred and thirty-two teachers

Had a student with asthma in class

28.8

participated in the study, 85 (64.4%) teach in private

Comfortable having an asthmatic

12.9

schools and there was female preponderance with a male

child in class

to female ratio of 1: 2.

Seen/assisted a child with acute asth-

37.8

matic exacerbation

Had formal lecture/training about

32.6

Socio-demographic characteristics of the study partici-

asthma

pants:

Experience with childhood asthma

These are highlighted in Table 1.

Eighty-six (65.2%) of the teachers were aware or had

Age of the study participants: The ages of the school

previous knowledge about childhood asthma and the

teachers ranged from 20 to 60 years with a mean (SD) of

sources of their information are highlighted in figure 1.

38 (9.2) years. About one-half of the teachers were in

About one-third (46) of the teachers however had no

the age range of 30 to 39 years.

previous knowledge about childhood asthma.

Ethnicity: The majority (89.3%) of the teachers belongs

Thirty-eight (28.8%) of the teachers gave a history of

to Yoruba ethnicity which was the predominant ethnic

having had a student with asthma in their class either

group in the study location; the other tribes represented

presently or in the past, 50 (37.9%) had seen or assisted

were Igbos (9.1%); Ebiras and Edos. (Table 1)

a child with acute asthmatic exacerbation, 43 (32.6%)

Level of education : Seventy four (56.1%) of the teach-

had received a talk, lecture or training about childhood

ers had university or Polytechnics education up to BSC/

asthma, but only 17 (12.9%) of the teachers are comfort-

BA or Higher National Diploma (HND). The distribu-

able having an asthmatic child in their classroom.

tion of the highest level of educational qualifications of

the teachers is presented in table 1.

Fig 1: source of information about childhood asthma

Teaching experience : The length of years in the teach-

ing profession of the teachers ranged from one to 35

years with median (IQR) of 7.0 (5.0 – 15.0) years. The

majority (56.1%) had less than 10-year teaching experi-

ence, only three (2.3%) of the teachers had spent 30

years or more in the teaching profession.

Personal or family history of asthma in the teachers:

Nine (6.8%) of the teachers gave history of being asth-

matic and 25 (18.9%) had a child or close relative with

asthma.

Level of knowledge of the teachers about childhood

Table 3: The rate of correct responses of school teachers to

asthma using the 40-item AKQ: The AKQ scores of

questions relating to signs/symptoms and triggers of exacerba-

the teachers ranged from 3 (7.5% of the obtainable

tion of childhood asthma

score) to 34 (85.0% of the obtainable score). The mean

Questions related to signs

Answers

Correct

Percentage

(SD) score was 21.5 (7.2) and 68 (51.5%) of the teachers

and symptoms

answers

(%)

n = 132

were considered to have poor knowledge about child-

hood asthma (AKQ score < 22 of the 40 item questions).

1. Symptoms of asthma

True

113

85.6

are difficulty in breathing,

Domains of knowledge: The Mean (SD) scores in the

cough and wheezing?

four domains of knowledge tested by the AKQ are high-

2. Asthmatic attacks are

False

24.2

lighted in tables 2 to 5. The teachers demonstrated rela-

more usually occur in day

tively higher level of knowledge about triggers of child-

time as compare to night?

3.Asthma attack can cause

True

117

85.6

hood acute exacerbation and clinical manifestations of

death?

childhood asthma than general knowledge about the

4.Asthma can be com-

False

22.7

disease. The poorest level of knowledge was demon-

pletely cured?

strated in question regarding management of the disease.

5. Inhalers are used to treat

True

119

90.2

asthmatic attack?

Only 6.8% of the study participants knew that asthma is

6. Asthma can affect stu-

True

105

79.5

not due to dilatation of the bronchi, while majority

dent’s studies?

(>80.0%) knew that breathlessness, cough and wheeze

7. Asthmatic children have

False

49.2

are features of childhood asthma and that house dust

low IQs?

8. Peak flow meters are

True

55.3

mites can trigger acute asthmatic exacerbations. (Tables

used to determine the

2- 4)

severity of asthma?

Significantly there were higher scores in question related

Mean (SD) score 81.8

to clinical features of childhood asthma compared to

(37.1)

Questions related to trig-

Answers

Correct

Percentage

general knowledge about the disease [81.8 (37.1) vs.

gers of acute exacerbation

answers

(%)

64.7 (3.3); t =5.27; p <0.001]. Likewise the teachers

n =132

demonstrated significantly more knowledge about the

1. Every patient has his

True

55.3

triggers of childhood asthma exacerbation than the man-

own asthma triggers?

2. Viral infection

True

28.8

agement of the condition [84.4 (21.3 vs. 47.2 (31.4); t =

3. Smoking

True

105

79.5

11.3; p <0.001].

4. Pollen grains

True

43.9

5. Perfumes

True

72.0

Table 2: The rate of correct responses of school teachers to

6. House dust mites

True

107

81.1

general questions about childhood asthma

7. Emotional stress

True

66.7

Questions

Answers

Correct

Percent-

8. Strenuous exercise

True

100

75.8

answers

age (%)

9. Certain food and drugs

True

60.6

n = 132

10. Fur of animals

True

63.6

General knowledge about asthma:

11. Chalk dust

True

100

75.8

1. Asthma is a lung disease?

True

102

77.3

Mean (SD) 84.4 (21.3)

2. Asthma is a communicable dis-

False

72.0

ease;it spread from one person to

another?

Table 4: The rate of correct responses of school teachers to

3. Asthma is a hereditary disease?

True

72.7

questions about childhood asthma medications and

4. Asthma is a primary emotional

False

22.0

management

disorder that needs psychological

counseling?

Questions

Answers

Correct

Percentage

5. Sometimes asthma can be caused

False

23.5

answers

(%)

by an infection due to microorgan-

n = 132

ism?

1. Antibiotics are used to relieve an

False

18.2

6. Asthma is a chronic disease

True

109

82.6

asthma attack?

which needs treatment for long

2. Aspirin is used to relieve an

False

26.5

time?

asthma attack?

7. Asthma predominantly effect

False

42.4

3. Ventolin

(R)

are used to relieve an

True

25.8

female children

asthma attack?

8. Asthma occurs in specific age

False

37.9

4. Oxygen therapy is required in

True

100

75.8

among children?

very severe asthma attacks?

9. Asthma attack occurs due to

False

6.8

5.Ventolin

(R)

can cause a rapid

True

25.8

dilatation of the bronchi?

pulse rate, palpitations and trem-

10. Asthma attack occurs due to

True

47.0

ors?

inflammation of the bronchiduring

6. Asthmatic children should avoid

False

25.0

asthma attack?

exercise and sports?

11. The bronchi are blocked with

True

55.3

7. Preventative medication can be

True

63.6

phlegm during attack

taken by the asthmatic childbefore

exercise and sports?

Mean (SD) score 64.7 (3.3)

8. Swimming is a good sport for

True

16.7

asthmatics?

9. With appropriate treatment most

True

68.9

children should lead a normal life

with no restrictions on activity?

10. Self-medication should be

False

13.6

discouraged in the management of

asthma in children?

Mean (SD) score 47.2 (31.4)

Level of knowledge as related to experience with

childhood asthma among the teachers: Table VI high-

Level of knowledge as related to socio-demographic

lights the association between experience of the teachers

characteristics of the teachers:

about asthma as related to good and poor knowledge of

Table 5 highlights the association between socio-

the condition.

demographic characteristics of the school teachers as

Teachers who have had previous lectures/training about

related to their having good or poor knowledge about

childhood asthma had significantly better knowledge

childhood asthma.

about the disease compared to those without previous

No significant association between the level of knowl-

lecturers/training. (x = 9.210; p = 0.02). Likewise teach-

edge (poor or good knowledge) of the teachers and the

ers whose source of information about childhood asthma

age, sex, type of school, and ethnicity of the teachers.

is formal seminar/talks had better knowledge about the

(Table 5)

disease compared to those who acquired their informa-

Correlation between knowledge level and age, teach-

tion from other sources including from health care work-

ing experience and qualifications of the teachers:

ers. (Table 6). Also significantly related to having good

There was a weakly negative correlation between the

knowledge about childhood asthma among the teachers

level of knowledge of the teachers about childhood and

was having had an encounter with student with asthma

their age (Pearson Correlation -0.102; p = 0.242) as well

either having had an asthmatic child in class or assisted

as the length of service in the teaching profession

a child with acute asthmatic exacerbation. However per-

(Pearson Correlation -0.127; p = 0.145) though not sta-

sonal history of asthma or history of asthma in a close

tistically significant. However teachers with NCE have

relative of the teachers was not significantly associated

significantly poor knowledge about childhood asthma

with higher level of knowledge among the teachers.

than those with higher qualifications. (Table 5) The level

(table 6)

of childhood asthma knowledge correlated positively

with the level of education of the teachers, though not

Table 6: Awareness and previous experience of the school

statistically significant (Pearson Correlation 0.126; p

teachers and as related to their knowledge about childhood

=0.151).

asthma

Variables

Poor child-

Good child-

p -value

Table 5: Socio-demographic characteristics and general infor-

hood asthma

mation of the school teachers and as related to their knowledge

knowledge n

about childhood asthma

= 68 (%)

= 64 (%)

Socio-

Poor childhood

Good child-

p -value

Experience with asthma

demographic

asthma knowl-

hood asthma

Personal history

3 (4.4)

6 (9.4)

0.432

characteristics

edge n = 68

knowledge n

Close relative

10 (14.7)

15 (23.4)

0.201

(%)

= 64 (%)

Previous informa-

36 (52.9)

50 (78.1)

0.002

Sex

tion about asthma

Male

21 (30.9)

22 (34.4)

0.669

Sources of information

Female

47 (69.1)

42 (65.6)

Mass media

14 (20.6)

8 (12.5)

0.213

Textbooks

3 (4.4)

2 (3.1)

0.698

Age

Seminars and talks

8 (11.8)

19 (29.7)

0.011

20-29

12 (17.6)

9 (14.1)

0.574

Health care workers

6 (8.8)

13 (20.3)

0.060

30-39

29 (42.6)

36 (56.3)

0.118

Family and friends

6 (8.8)

10 (15.6)

0.231

40-50

15 (22.1)

11 (17.2)

0.482

Had a student with

12 (17.6)

26 (40.6)

0.004

50-60

12 (17.6)

8 (12.7)

0.410

asthma in class

Type of school

Comfortable having

8 (11.8)

9 (14.1)

0.694

Public

20 (29.4)

27 (42.2)

0.126

an asthmatic child

Private

48 (70.6)

37 (57.8)

in class

Seen/assisted a

16 (23.5)

34 (53.1)

0.001

Ethnicity

child with acute

Yoruba

63 (92.6)

55 (85.9)

0.211

asthmatic exacerba-

Igbo

3 (4.4)

9 (14.1)

0.104#

tion

Others

2 (2.9)

0 (0.0)

0.503^

Had formal lecture/

11 (16.2)

32 (50.0)

0.001

Level of education of the teachers

training about

NCE

30 (44.1)

14 (21.9)

0.007

asthma

Diploma

1 (1.4)

6 (9.4)

0.102

Degree

34 (50.0)

40 (62.5)

0.206

Post graduate

3(4.4)

4 (6.3)

0.698

Discussion

Years in teaching service

< 10

34 (50.0)

40 (62.5)

0.148

The present study reveals limited knowledge about

10 -19

18 (26.5)

14 (21.9)

0.538

childhood asthma among school teachers in Ilesa, Nige-

20 -29

13 (19.1)

10 (15.6)

0.062

ria as only about one-half of the teachers scored 50 per-

≥30

3 (4.4)

0 (0.0)

0.243^

cent or more of the total (AKQ) questions. This is in

*National certificate of Education; # Fischer’s Exact applied;

keeping with report by Govender and Gray from South

Africa and Talieha et al from Pakistan. Other workers

^Yate’s Correction applied

in developed and developing countries also reported

limited or suboptimal knowledge about childhood

asthma among school teachers.

17-19

El-Herishi

in Riyadh Saudi Arabia where the provi-

About one-third of the teachers had no previous experi-

sion of Information, Education and Communication

ence or awareness of childhood asthma. This was also

(IEC) materials to school teachers significantly im-

proved their level of knowledge about asthma. The

reported by other workers from developing countries.

13-

However high awareness or experience about child-

need for specific training and provisions of information

hood asthma among school teachers in the United King-

about childhood health issues to teachers and caregivers

dom was reported by Bevis and Taylor. This relatively

of children cannot be overemphasized.

poor awareness about childhood asthma in developing

countries may be related to the fact that childhood health

Lots of misconceptions about childhood asthma were

issues including asthma are often missing in the curricu-

observed among the study participants. For instance,

lum of teachers coupled with the non-existence of ba-

over 75.0 percent of the teachers believed childhood

sic school health education and health services in most

asthma can be completely cured. This misconception

was also reported by workers from other countries.

15-19

schools in developing countries compare to what is ob-

tainable in developed countries.

Teachers and caregivers often misconstrue well con-

trolled asthmatic symptoms as “complete cure”.

This

Worthy of note from the present study is that more pro-

may be a dangerous notion as it may lead to relaxation

portion of the teachers got information about childhood

about management, adherence to medications, avoidance

asthma from mass media than from health care workers.

of triggers and possible unexpected fatal conse-

quences.

28-29

This finding was similarly reported by Talieha et al

The implies that children and their parents/

from Pakistan and Jiwane and Wadhva from India.

caregivers should be repeatedly educated on the need to

This may be related to poor school health programmes

continue to adhere strictly to asthma treatment plans

in majority of schools in developing countries and the

even when asthma symptoms are well controlled.

fact that health care providers may not have enough time

Also of note is the poor knowledge and misconceptions

and patience to give comprehensive health education

of the school teachers about the management of asthma

including asthma education to their clients both in the

in children. More than 70 percent of the study partici-

busy specialist clinics and in the school environment.

pants did not know that aspirin is not used to relieve an

These corroborate the findings in this study that even the

asthmatic attack. This is similarly reported by Govender

and Gray in South Africa. Aspirin may in fact precipi-

teachers with personal history of asthma or those who

had a child or close relative with asthma did not signifi-

tate or worsen asthma exacerbation and is best avoided

cantly have better knowledge about asthma than others.

even in the treatment of fever in children with asthma

and those with viral illness.

30-31

This underscores the need for health care providers and

Also most of the teach-

health educators to provide more comprehensive infor-

ers did not know that antibiotics may not be useful to

mation about childhood health issues including asthma

relieve asthma attack and appropriately used bronchodi-

to their clients and caregivers.

lators are needed. This misconception about use of anti-

biotics in relieving asthma symptoms was observed

among teachers in South Africa, Asian Countries

14,16,18

In the present study, the school teachers had better

and even in developed countries.

12,15,19

knowledge of triggers and clinical manifestations of

This may not

childhood asthma than knowledge about management of

only lead to poorly treated symptoms of asthma but also

the disease. This finding has been reported by other

may contribute to antibiotic misuse with consequent

development of antibiotic resistance.

workers assessing asthma knowledge among school

The need for

and among parents/caregivers.

teachers

13-15

This may

enlightenment, awareness creation and strengthening of

be related to the domain health workers or health educa-

the school health instruction services to educate the en-

tors lay more emphasis on during counseling sessions on

tire school personnel is of paramount importance.

childhood asthma. Also triggers and clinical signs/

symptoms are easier to conceptualise and understand by

Concerning childhood asthma and physical activities,

teachers and parents/caregivers alike than more confus-

two-third of the respondents in this study believed that

ing explanations of the pathogenesis and management of

asthmatic children should avoid exercise and sports alto-

childhood asthma.

gether. This was similarly reported by workers from

Pakistan, India and South Africa . This misconcep-

Worthy of note from this study is that the level of

tion often arises because sizeable proportion of children

knowledge of the teachers is not related to age, length of

with asthma may have exercise-induced bronchospasm

years in teaching services and level of education of the

during, and often shortly after engaging in physical ac-

tivities.

33-34

teachers. These findings were also noted by Govender

This fact however should not prevent chil-

and Gray in South Africa and by Jiwane et al in In-

dren with asthma from engaging in guided exercises,

dia. This may be because specific asthma education

physical activities and school sports necessary for their

optimal growth and development. Use of short-acting

has been reported to be grossly inadequate and/or absent

in most teachers’ training curricula. Furthermore, edu-

bronchodilator, before and after engaging in these activi-

cational or academic qualifications do not always trans-

ties and pre-exercise warm-up activities among others

late to health literacy.

have been recommended as being effective to eliminate,

reduce and/or treat exercise-induced bronchospasms.

Teachers with previous training about childhood asthma

in the present study had better knowledge about the con-

We appreciate the fact that the present study assessed

dition. This was corroborated by Abdel Gawwad and

only the knowledge of the teachers about childhood

asthma and practice of these teachers which may be dif-

also be worthwhile.

ferent from knowledge was not assessed. Nonetheless,

the use of self-administered validated tool to assess the

Author’s contributions

level of knowledge which also indirectly assessed their

Kuti BP: Conceptualised the study, collected and ana-

practice constitutes great strength of the study.

lysed the data and wrote the manuscript

In conclusion, this study has highlighted suboptimal

Kuti DK: Participated in data collection and analysis.

knowledge and lots of misconceptions about childhood

Also revised the manuscript

asthma among schoolteachers in Ilesa, Nigeria. These

Omole KO, OSO BO, Mohammed LO, Minna YA par-

gaps in knowledge are not related to the teachers’ age,

ticipated in data collection and critical review of the

length in teaching service and level of education. How-

manuscript.

ever, teachers who have had formal training about

All the authors approved the final version of the manu-

asthma or had previous contact or experience about

script.

childhood asthma exacerbations had better knowledge

Conflicts of interest : None

about the condition.

Funding: None

We hereby recommend routine training and provision of

comprehensive information about childhood health is-

Acknowledgement

sues including asthma to school teachers and other

school personnel to ensure more school-friendly asthma

The authors acknowledge the Proprietress, Principals

environment. This will make the school environment a

and Head Teachers of the selected schools for giving

safer place for children with asthma. Inclusion of com-

their kind permission for the conduct of the study. They

prehensive training about childhood asthma and other

also acknowledge the teachers who kindly accepted to

health related issues in the curriculum of teachers will

participate in the study.

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