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CONTEXTUAL EFFECTS ON KINDERGARTEN TEACHERS’ INTENTION TO REPORT CHILD ABUSE
Author(s) -
Feng JuiYing,
Wu YowWu B.,
Fetzer Susan,
Chang HsinYi
Publication year - 2012
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.21508
Subject(s) - socioeconomic status , sociocultural evolution , psychology , child abuse , multilevel model , developmental psychology , human factors and ergonomics , poison control , medicine , environmental health , political science , population , machine learning , computer science , law
Child abuse is underreported for children with socioeconomic inequalities. The impact of geographic location combined with sociocultural characteristics on teachers’ reports of child abuse remains unclear. A national survey of 572 kindergarten teachers from 79 schools in Taiwan used hierarchical linear modeling to investigate the contribution of individual factors, environmental factors, and training on kindergarten teachers’ intention to report child abuse. In‐service training had the most influence on teachers’ intention to report in eastern Taiwan, the poorest and least‐educated region. Training programs should be designed based on socioeconomic and cultural contextual needs.