Effect of a Structured Educational Program on Knowledge and Performance of Primary School Teachers Regarding First Aid

Objective: This study aimed to assess the effectiveness of a structured educational program in improving the knowledge and performance of primary school teachers regarding first aid response in school settings.

Methods and Materials: A quasi-experimental study with pre-test and two post-tests was conducted from December 16 to January 15 in Al-Diwaniyah, Iraq. A total of 60 primary school teachers were selected using convenience sampling and divided into a study group (n=30) receiving the training and a control group (n=30) with no intervention. A structured questionnaire assessed participants’ socio-demographic characteristics, first aid knowledge (37 items), and performance skills (checklist with 6 domains). Validity was ensured via expert review, and Cronbach’s alpha values of 0.752 and 0.722 indicated acceptable internal consistency. Data were analyzed using SPSS 26, including repeated-measures ANOVA.

Findings: At baseline, both groups showed moderate knowledge and poor performance. Following the educational intervention, the study group showed statistically significant improvements in both knowledge and performance at post-test I and post-test II (p < 0.001, partial eta squared > 0.87 for knowledge, > 0.93 for performance), while the control group demonstrated no meaningful changes. The study group shifted from average to “good” levels in both domains, with mean knowledge scores rising from 38.17 to 61.47 and performance scores from 26.8 to 130.17.

Conclusion: Structured first aid training significantly enhances both knowledge and performance among primary school teachers. Implementing such programs is vital in equipping school staff to respond effectively to emergencies, especially in contexts lacking on-site medical professionals.