Research Article Open Access

How do Teachers Diagnosis and Percept Child Maltreatment?

Behshid Garrusi, Hossein Safizadeh, Azadeh Arabnejad and Mohaddese Vesal

Abstract

Child abuse is a complex problem and its prevention requires action on many fronts. Teachers do spend many hours a day with children and they are likely to be concerned about the possible abuse or neglect of a child or young person at some time during their career This study seeks to determine teacher knowledge and teachers' conceptions of what is and what is not abuse. The study was done in Iran (I.R.). Questionnaire were used on a randomly selected sample of 1200 teachers. Data analysis showed a significant difference knowledge based on educational level. Knowledge score of participants had positive direct relation with their job experience. In regard to the attitude, there was no significant difference in attitude score based on various features of participants. Result from this study indicate that teachers do not have adequate knowledge and proper attitude regarding child maltreatment. Advocating of educational program about child maltreatment is necessary.

Journal of Social Sciences
Volume 3 No. 4, 2007, 245-249

DOI: https://doi.org/10.3844/jssp.2007.245.249

Submitted On: 14 October 2007 Published On: 31 December 2007

How to Cite: Garrusi, B., Safizadeh, H., Arabnejad, A. & Vesal, M. (2007). How do Teachers Diagnosis and Percept Child Maltreatment?. Journal of Social Sciences, 3(4), 245-249. https://doi.org/10.3844/jssp.2007.245.249

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Keywords

  • Child maltreatment
  • teacher
  • Iran (I.R.)