Teachers’ Practices Related to Health Education in Moroccan Schools

Abstract

In this study, we are interested in teachers’ practices related to health education (HE) in school. In our survey, we used a questionnaire as an investigative tool with a sample of 300 teachers from three levels of education: Primary, middle and qualifying high schools. According to the teachers' statements, our study reveals that the majority practice HE in class despite having no training in this area. They generally practice it in a thematic approach that is limited to pedagogical sequences within the framework of the program. In addition, it appears that teachers’ training and seniority have a positive effect on their practice and the self-assessment of their competence in this area. This study also suggests that a school’s lack of openness with the family and other external partners. These factors constitute some of the main obstacles that prevent the implementation of HE in class, in addition to training, lack of time and lack of adequate teaching materials.

Trends of 20 Health Risk Behaviours Among Adolescents in Morocco: Results of Three National Cross-Sectional School Surveys of 2006, 2010 and 2016

“…For example, smoking and bullying could be prevented by implementing various whole-school health interventions, 42 poor mental health may be reduced by “universal resilience-focused interventions (particularly cognitive-behavioral therapy-based approaches),” 43 and specific targeted dietary behaviours could be improved with “specific school food environment policies, such as direct provision of healthful foods/beverages.” 44 In addition, multi-level “hand-washing interventions can reduce the incidence of diarrhoea, respiratory infections, and school absenteeism.” 45 School health promotion has been integrated into the curriculum of the school system in Morocco, yet, in a study most teachers who practiced health education indicated that they had not been trained in health education, and almost all expressed a need for training in health education. 46 …”

“…45 School health promotion has been integrated into the curriculum of the school system in Morocco, yet, in a study most teachers who practiced health education indicated that they had not been trained in health education, and almost all expressed a need for training in health education. 46 Limitations of the study "Secondary education net-enrolment ratio" was 92.3% in Morocco in 2010 and 94.6% in 2016, 47 indicating that some out-of school adolescents were not included in this survey in Morocco. Several study variables were excluded from this analysis, since they were either not assessed in all three waves of the Morocco GSHS or had too many missing values.…”

Investigating Moroccan Teachers’ Perspectives on the Alignment Between Life and Earth Science Textbooks and Curriculum

“…Thus, it is essential to value all three modes of instruction in the content of textbooks [22]- [23]. Within this context, it is clear that the textbook influences teaching practices, lesson content, and the experimental teaching processes [24]- [25].…”