title: Exploring the role and capacity of school teachers in Zambia to support orphans and vulnerable children: considerations for educational resource allocation in Lusaka, Zambia.
abstract: This study investigated teachers' perceptions of their role as HIV/AIDS educators and also their role in providing care for orphans and vulnerable children (OVC) across the different school systems in Lusaka, Zambia. Researchers used a combined quantitative and qualitative narrative approach. Original cross-sectional data were collected through face-to-face survey and in-depth interviews with school teachers in the Lusaka. A sample of 720 teachers from 123 schools completed surveys in 2008, with a 91% response rate for teachers, and 100% for schools sampled. Teachers for all school types reported that schools and teachers are the appropriate community resource for HIV-prevention education for youth and support for OVC. This study suggests that schools could serve as a source and alternative mechanism of support for vulnerable children.
authors.affiliation: Keene State College, NH, USA. mhenning@hsph.harvard.edu
authors.forename: Margaret Jo
authors.initials: MJ
authors.lastname: Henning
authors.forename: Chunhuei
authors.initials: C
authors.lastname: Chi
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D054540:Child, Orphaned; D003430:Cross-Sectional Studies; D005178:Faculty; D005260:Female; D015658:HIV Infections / Q000517:prevention & control*; D006801:Humans; D016015:Logistic Models; D008297:Male; D024382:Professional Role; D012572:School Health Services / Q000458:organization & administration*; D011795:Surveys and Questionnaires; D035862:Vulnerable Populations; D015024:Zambia