Antecedents to adoption of classroom-based AIDS education in secondary schools

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Abstract
This paper describes the results of a cross-sectional survey of 956 Dutch secondary school teachers. It explores the determinants of adoption of classroom-based AIDS education. The results showed that teachers' decision making was most strongly related to highly specific adoption-related beliefs (outcome beliefs, subjective norms, self-efficacy). Adoption was additionally related to more generic dispositions (sense of responsibility and sexual morality) and environmental conditions (school policy and frequency of collegial interaction about HIV instruction). Past experience with AIDS education appeared to be positively associated with teachers' intentions and related determinants. It is concluded that additional support needs to address teachers' anticipated ideological and practical constraints, both by mass media interventions and responsive in-person assistance.

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