2022 Volume 64 Issue 3 Pages 226-234
Background: Yogo teachers (school nurses) face difficulties in dealing with children's unidentified complaints. In general, the Yogo teachers support children in aspects of identifying the causes and accepting children in order to encourage them to resolve their problems independently. However, Yogo teachers often feel difficulties in listening to children and paying attention to their signs of danger. In particular, when Yogo teachers deal with children's unidentified complaints, they also feel difficulties in identifying the causes and returning them to the classroom.
Objective: The purpose of study was to elucidate the difficulties that Yogo teachers faced in dealing with children's unidentified complaints.
Methods: A 20-item questionnaire was designed based on data from interviews with Yogo teachers. Seven hundred seventy Yogo teachers were surveyed. Data collected from 304 Yogo teachers were conducted on exploratory, confirmatory factor analyses, and compared for attributes.
Results: The results of the factor analysis revealed two potential factors for the difficulties of Yogo teachers in dealing with children's unidentified complaints. One was that they felt unable to help children to resolve their problems independently, and the other was that they felt unable to help children aware of the cause for the unidentified complaint. Confirmatory factor analysis revealed that the goodness-of-fit of this model was generally acceptable (GFI=.95, AGFI=.92, CFI=.96, RMSEA=.08). It was found that younger Yogo teachers with less age or experience were likely to face difficulties in supporting children.
Conclusion: The results suggest that Yogo teachers felt more difficulty in aspects of accepting children in order to encourage them to resolve problems independently rather than identifying the causes of unidentified complaints. There is a need to investigate the practical knowledge of experienced Yogo teachers in supporting children.