97
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Altitudes tO\\Urds target (including nttitude to,,ards student ond interest in the needs of ,tuill'III'\) ,111J flC™ 111 alll) tr.111-. (including i11tnl\cr,iu11 11cur111i 1. i'111, .1u1h 1 1ri1nnr1111,111 und
dorninancc) llie thCOr) con be used to explain teachers preparn1ion os family life educator.;.
1 he first con1pone111. ,vhich is the nuitudinal foctor. can be e,plaincd as the auhudcs teachers possess to\\nrds their intention to teach fumil ) life education to students. This is innuenced by the belief that teaching fnmil> life education ,,ill lead to certain �pccific outco1nc (such as the acquisition of kno\\•ledge and skill sci in fnmily life educatiun curriculu1n) and or the evaluation of such outco,nc ,, i1h the pcr-;onal factors
described abo,c ser\ ins as precursor to the de,elop1nent of right altitude.
I he "1.1111tl 1.0111pu1ic111 i, c,pl.1i11ahlc a, the i11fl11c111.c of ,11hjc1.11, c 11or11t- 011 1hc intention of teachers to perform/teach fo1nil> life education. The subjectl\ C norms
consist of. en, iron1ncntal and social fac1ors such as go"cmmcn1 polic) nnd legislation
\\h1ch prescribes the nature of fo1nily life cduc111ion, the co1npone11 1.::. 1nethodolos..\i, ra11onal ond philosophy. target group; the organs of govenuncnt such n..,; the NCROC',
�liniSlry of Education, teacher - trniners for in - school and out of school prosrammcs_
p:ircnt!>, students. the community (to some e,tent) and their , ie,� of tc:ichers' role ns fo1nily life educators nnd of the subject matter.
The as!.uinption of this study hos been baseJ on 1his and also 1hc nntcccdcut
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·r11E DEIIA \'lOUlli\L AN1'ECEl>EN'r (PllECEOE) i\lOUELS
l he hchaviuur;1I UIIIC\:Cdcnt (p1cccdu) 111udcl dcvclupcJ h) l,rccn ct ,ii ( I 'Jllll) i, useful i n diag n osing and C\'olunting factors imponnn1 10 on c,pec1e<.1 behaviour (outcorne)
before an intervention is planned i n order 10 ovoid n1is-direc1ion, \agueness or gueSS\\'Ork. The 1nodel consists of seven phases I nnd 2 ore rnndc up of Epidcmiologicnl ond social diagnoses.
These relates to the issues of quality of life of indh iduals nod communities. The problems are socially indicated by population / \\"elfare riroblc1ns, absenteeism, cri1ne.
orer cro,,ding and health nnd n on - health proble1ns 1ha1 may arise. TI 1 c 1nagni1ude of proble,ns i n tcrn\S of 1norbidi1y, n1onnli1y. incidence or prevalence rotes arc also Jctcnnincd.
Phase 3 is concerned \Vith Behnviournl nnd Non-bchn, iournl diagnosis. These in,ohe such issues os utilisation, preventive actions, con1pliance and their dimensions in
terms of frequency, quality and range.
Phase 4 and 5; relates 10 the educational diagnosis, the predisposing. en:ibling nnd reinforcing factors and specilicntion of appropriate strntegics to be used in sol\'ing the problcrn.
Phase 6; this rel:ites 10 the cvoluntive aspect of the model. It is in built and operathe nt c,ery stnge.
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Tl IE U£11,\ VIOUR,\L ,\NfECEDE1''T
I hcn:fc1rc the 11 • • 1 lccccl I cu 1 1 1u1 c cn11 I I I K: usccl to tlc11 1 1111,1ra1c lhl' lll·h:I\ i e111 r a 1 1d
cduc.otionnl preparation of teachers ns fon1ily life educators.
nlc quality of life issue in this instnnce refer to fornily life issues. "hich innuence quality of life nnd \\'CII being of individuals. In this case, this refers 10 reproductive nnd t.1e,clop111en1nl health proble1ns such ns population and ,velf ar e issues resulting from fertility/sexunlity proble1ns including teenage pregnancy nnd abortion. Behn, ioural diagnosis in this instance is the performance of certain preventive activities, co1npliancc ,,ith certain polic> or instructions relating to pre,enthe activities that \\1ll improYe the quali1y oflife/\\ell being of the individunl s1udent nnd conununity.
I 1 lu1:,11i111� 1 I tling11o�is asscs.,cs factor� 1h: 1 1 :ire :i11tcl·ctlc111 111 1c:ichcr.; pcrlhn11i 11 g
these octh ities and the :,ppropriate strategics that cnn be su�g�tcd 10 iinpro,e their performance of the behaviour. Such fnctors in this c-nse ,vould be: predisposing factors.
"hich refers 10 teachers'. O\\oreness, kno" ledge, beliefs ond \iolues they pince on fan,ily life cduco1ion and the relative imponnnce they aunch to the role they ore expected 10 pla)
\\hich 1na> enhance or inhibit fn1nily life education progrnmn,cs in schools.
Ennbling factors refers 10 teachers' skills nnd con1pc1cncy in the te:ichins of the required subject ,naucr of fornily life educo1ion i.uch ns basic scicntilic fac1s nbout
reproduction sexuality. teaching skills and co1npe1encics 1h01 ,,ouh.l influence thei r
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reLitionships. Resources they possess such os instructional rnnterials. conducive school c11,ir11 1 n 1 1cut. lcgisl,itinn policies th: 1 1 "'II c 11 ahlc then, fi 111 ction cITcc1hcl) ur r;,cilitatc
•
farnily life education progrrunmcs in the school.
Reinforcing factors includes perception and ncccptnnce of teachers· role and of the subject rn.,ttcr {fiunily life education) to be 1nugh1. by pnrcnts. students, the society
and e,cn fcllo,v teachers. The kind of suppon go,emment and signifienn1 others give scne as n10ti,ator or dernotivator depending on ,vhethcr their perception and suppon is negati,e or positive. For instance school ndn1inistrator may not ,,.-ant 10 release teacher
for the training prograrnme.
Strategies proposed for each phase to address problem dingoosed ,vould include;
irnpro,e a,,-arcness and kno,vledge, and 10 inOuence attitudes and belief positively.
Training n1ethods that ,viii further impro, e kno,, ledge, nttitudes, skills nnd competencies of teachers and the provision of resources, staff de,elopmcn1 progra111n1es. incenthes, enlightenment progr:1111,nes for those \\•ho could be dcrnotivnto�. 10 promote their ll\\arene�s and rnobllisc them to suppon teachers' effort. Administrnth e suppon and
supcn·isor) , isit 10 boost morale nrc also suggested. UNIVERSITY OF
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Applied Combinatorics
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