Assessment of Primary School Teachers’ Knowledge about Stuttering of School-Age Children at First Al-Karkh Education Directorate in Baghdad City
Keywords:Primary School Teachers, Knowledge, Stuttering, School Age Children.
Objective(s): To assess knowledge of primary school teachers’ about the stuttering of school-age children
at first al-karkh education directorate in Baghdad city, and find out the relationships between primary school
teachers’ knowledge and their demographic characteristics.
Methodology: The study started from the period of 20th September 2018 to the 1st of March 2020. Probability
samples of 370 primary school teachers were chosen randomly. The questionnaire was designed and
composed of two parts: the first part deals with the teachers’ demographic data; the second part includes a
stuttering knowledge scale. Determined reliability of the questionnaire through a pilot study and determined
validity through a panel of (31) experts. The data was collected through the self-administration method
was used by asking the participants to complete the format of the questionnaire and fulfill the questions,
and it described statistically and analyzed through the use of descriptive and inferential statistical analysis
Results: The findings of the present study indicate that (53.5%) of the study sample have poor knowledge
about stuttering of school-age children, and the no-significant relationship between teachers’ demographical
characteristics and their knowledge about stuttering.
Conclusions: The study concludes that most of the teachers’ had poor knowledge about the stuttering of
school-age children, and there are no effects of socio-demographic characteristics of teachers’ on their
knowledge about stuttering.
Recommendations: The study recommended an education program for primary school teachers about
stuttering to improving their knowledge about stuttering in the school environment.
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Re use and mixing of content policy- We follow Creative Commons Licence Policy. We follow CC BY. Please refer below for all details
This license lets others distribute, remix, adapt, and build upon our work, even commercially, as long as they credit us for the original creation.
- The journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.
- The journal allows the author(s) to hold the copyright without restrictions.
- The journal allows the author(s) to retain publishing rights without restrictions