NCJ Number
126397
Journal
Journal of Drug Education Volume: 20 Issue: 3 Dated: (1990) Pages: 179-189
Date Published
1990
Length
11 pages
Annotation
This study, which used a questionnaire distributed to experts in the field of substance abuse prevention, seeks to identify characteristics and competencies related to teacher training in this area and to document the perceived importance of these factors as they apply to teachers' role in drug use prevention.
Abstract
The sample consisted of 86 school teachers, university researchers, and drug program specialists; 65 of the questionnaires were returned. Sixty-three characteristics and competencies were divided into four categories -- specific to substance use and abuse, specific to prevention, specific to intervention, and specific to teacher-student relations -- all accompanied by a five-point Likert scale. A factor analysis yielded six constructs which were used to quantify perceptions of importance. The construct perceived to be most important was teacher-student relations, followed by knowledge of human relations, substances, user recognition and referral, prevention curricula, and legal issues. These findings could provide a useful guide for pre- and in-service teacher training programs. 3 tables and 22 notes (Author abstract modified)