Factors Affecting Classroom Teachers’ Supportive Behavior for Children with Illness

Abstract

Background: Currently, 80% of school-age children with illness are studying in regular classes of elementary and junior high school. They need special consideration and teachers’ support in school life. Nevertheless, it remains unclear which factors affect teachers’supportive behavior for children with illness.

Objective: This study assessed factors affecting teachers’supportive behavior for children with illness.

Methods: A questionnaire survey was administered to 276 elementary school classroom teachers. The questionnaire asked about knowledge and experience related to illness, image of illness, image of children with illness, difficulties arising when teachers support them, and supportive behavior for children with illness. Analysis objects were 171 (71.5%).

Using exploratory factor analysis, we constructed summative scales for some items. Multiple regression analyses were conducted using scores for supportive behavior as an objective variable, with scores for some scales as explanatory variables.

Results: As a results of factor analysis, “negative emotions towards illness”, “difficulty and limitation because of illness”, “mental growth that children acquired through illness” and “positive influence of children with illness on classmates” were １ factor respectively.

Factor analysis of “images of difficulties caused by children becoming ill” extracted three factors: “trouble with social and independent development”, “negative emotions caused by illness” and “trouble with school life because of illness”. Factor analysis of “difficulty when teachers support children with illness” extracted five factors: “difficulty in adapting to group life”, “difficulty in health management”, “difficulty in cooperation with surroundings”, “difficulty in supporting independence” and “difficulty in environment maintenance”. Factor analysis of supportive behavior extracted two factors: “support considering of the state of children” and “normal relationships”.

Factors influencing “support considering the state of children” were “positive influence of children with illness on classmates” (β=0.50, p<0.001), “difficulty in health management” (β=-0.22, p=0.001). The adjusted coefficient of determination for this model was 0.26 (p<0.001).

Factors influencing “normal relationships” were “trouble with social and independent development” (β=-0.26, p<0.001), “negative emotions caused by illness” (β=0.19, p=0.01), “influence of experience” (β=0.15, p=0.04) and “positive influence of children with illness on classmates” (β=0.15, p=0.05). The adjusted coefficient of determination for this model was 0.14 (p<0.001)

Conclusion: These results suggested that classroom teachers need raise positive recognition for children with illness to encourage teachers’support for children with illness.