Teachers' Questionnaire
1. Sexuality and HIV/AIDS Education
General Information
1. Male <Y> Female <Y>
2. Age: ###.###
3. Marital Status: Married <Y> Separated <Y> Single <Y> Partner <Y>
4. Years of teaching experience ###.###
5. Number of years teaching health education ###.###
6. Number of times taught unit on sexuality education ###.###
7. Number of times taught unit on AIDS/HIV ###.###
8. What is the lenght of a typic unit on AIDS ###.### (hours).
9. How many classroom hours do you spend teaching about sexuality?
Gr. 7 ###.### (hours) Do not teach at this level <Y>
Gr. 8 ###.### (hours) Do not teach at this level <Y>
Gr. 9 ###.### (hours) Do not teach at this level <Y>
Gr. 10 ###.### (hours) Do not teach at this level <Y>
Gr. 11 ###.### (hours) Do not teach at this level <Y>
Gr. 12 ###.### (hours) Do not teach at this level <Y>
10. Please indicate any preservice training you have received in sexuality education.
None <Y>
Presen/seminar as part of health course in Fac Ed. <Y>
Sexuality segment part of health course in Fac Ed <Y>
Sexuality course in Fac Ed <Y>
Major or minor in health, etc. <Y>
11. Please indicate any inservice training you have received on sexuality education.
None <Y>
Workshop on implementation <Y>
Informal exchanges <Y>
Workshop on sexuality education <Y>
Between 2-5 workshops <Y>
Between 5-10 workshops <Y>
II. Sexuality (HIV) Attitudes and Beliefs)
1. Children who are HIV positive should be allowed to attend public schools. definitely not-definitely (scale 1-9) #
2. If I had to teach a child who was HIV positive in my classroom I would be: very distressed/very comfortable (scale 1-9) #
3. Teachers who are HIV positive should be permitted to teach students. definitely not-definitely (scale 1-9) #
4. Homosexuals should be allowed to teach young people. definitely not-definitely (scale 1-9) #
5. For the protection of others, teachers should be told which students in school are HIV positive. definitely not-definitely (scale 1-9) #
6. For my own protection, as a teacher I need to know the names of students in school who are HIV positive. definitely not-definitely (scale 1-9) #
7. Teachers should be allowed to refuse emergency services who are HIV positive. definitely not-definitely (scale 1-9) #
8. If I had to provide emergency services to a student who is HIV positive, I would be: very distressed-very comfortable (scale 1-9) #
III. Classroom Practice
1. Sexuality, Anatomy and Physiology
a. How important is it to you that this topic be part of the AIDS/sexuality education program? Very important-Not important (scale 1-9) #
b. How thoroughly do you cover this topic in class? Very thoroughly-Not at all (Scale 1-9) #
c. How competent do you feel about teaching this subject? Very competent-Not competent at all (Scale 1-9) #
d. How comfortable do you feel teaching this topic? Very comfortable-Very uncomfortable (Scale 1-9) #
e. How adequate are the resources to teach this topic? Very adequate-Very inadequate (Scale 1-9) #
f. How supportive is the school principal of the teaching of this topic? Very supportive-Very unsupportive (Scale 1-9) #
2. Gender Identity and Role
a. How important is it to you that this topic be part of the AIDS/sexuality education program? Very important-Not important (Scale 1-9) #
b. How thoroughly do you cover this topic in class? Very thoroughly-Not at all (Scale 1-9) #
c. How competent do you feel teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. How comfortable do you feel teaching this topic? Very comfortable-Very uncomfortable (Scale 1-9) #
e. How adequate are the resources to teach this topic? Very adequate-Very inadequate (Scale 1-9) #
f. How supportive is the school principal of the teaching of this topic? Very supportive-Very unsupportive (Scale 1-9) #
3. Sexual Orientation
a. How important is it to you that this topic be part of the AIDS/sexuality education program? Very important-Not important (Scale 1-9) #
b. How thoroughly do you cover this topic in class? Very thoroughly-Not at all (Scale 1-9) #
c. How competent do you feel teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. How comfortable do you feel teaching this topic? Very comfortable-Very uncomfortable (Scale 1-9) #
e. How adequate are the resources to teach this topic? Very adequate-Very inadequate (Scale 1-9) #
f. How supportive is the school principal of the teaching of this topic? Very supportive-very unsupportive (Scale 1-9) #
4. Love, Attraction, Passion, Intimacy & Commitment
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic? Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
5. Relationships and Communications
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic? Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
6. Sexual Behaviours: Masturbation, Vaginal, Oral and Anal Sex
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
7. Abstinence from Sexual Intercourse
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
8. Safer Sexual Behaviours
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
9. Coping With Peer Pressure
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
10. Communicating with Parents and Other Adults About Sex
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
11. Conception, Pregnancy and Birth
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
12. HIV/AIDS/STD
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
13. Coercive Sex, Harassment and Assault
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
14. Commercial Sex: Prostitution and Pornography
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
15. Sex and the Criminal Code of Canada
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
16. Sex for Pleasure and Fulfillment
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
17. Other topics (please specify) <A >
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
18. Other Topics (Please specify) <A >
a. Importance of this topic? Very important-Not important (Scale 1-9) #
b. Thoroughness of coverage? Very thoroughly-Not at all (Scale 1-9) #
c. Competent in teaching this topic? Very competent-Not competent at all (Scale 1-9) #
d. Personal comfort with teaching this topic Very comfortable-Very uncomfortable (Scale 1-9) #
e. adequacy of resources? Very adequate-Very inadequate (Scale 1-9) #
f. Administrative support Very supportive-very unsupportive (Scale 1-9) #
IV. When teaching sexuality education programs what % of total teaching time is devoted to the following:
a. Teacher presentation: ## = <A >%
b. Whole class discussion ## = <A >%
c. Small group discussion ## = <A >%
d. Problem solving and decision making ## = <A >%
e. Independent thought and reflection in class ## = <A >%
f. Role playing ## = <A >%
g. Demonstration ## = <A >%
h. Film/video ## = <A >%
i. Peer teaching ## = <A >%
j. Classroom as theatre ## = <A >%
k. Computer assisted learning/internet ## = <A >%
l. Classroom presentation by public health pers ## = <A >%
m. Classroom presentations by PLA ## = <A >%
n. Classroom presentations by other resource pers. ## = <A >%
o. Field trips in the community ## = <A >%
p. Team teaching ## = <A >%
q. Workbook type exercises in class ## = <A >%
r. Activities to establish supportive environ. ## = <A >%
s. Other (please specify) <A > ## = <A >%
2. How much emphasis do you place on the importance keeping journals? Very much-None (Scale 1-9) #
3. How much effort have you devoted to involving parents in take home activities. Much effort-No effort (Scale 1-9) #
4. How often do you refer students to other professionals? Very often-Never (Scale 1-9) #
5. How often do you use materials recommended by Ministry, etc. Very often-Never (Scale 1-9) #
6. How often do you consider sexuality-related events in community Very often-never (Scale 1-9) #
7. How often do you use AIDS Awareness Week Materials? Very often-Never (Scale 1-9) #
8. How much do parents support sexual health promotion? Very much-Not at all (Scale 1-9) #
9. How often do consider what other teachers are doing when planning your teaching of sexual health promotion? Very often-never (Scale 1-9) #
10. Do you follow the official sexuality-related curricula of the Ministry of Education or school board? Yes <Y> No <Y> DK <Y>
11. What would be the one things that would help you most in teaching sexual health promotion? <A >