Teachers' experiences in teaching HIV and AIDS education in Masvingo district, Zimbabwe

Abstract

This study explored teachers’ experiences in teaching HIV and AIDS as a subject in secondary schools in Zimbabwe. The Concerns-Based Adoption Model (CBAM) guided the study. Twenty teachers, four school heads and two Ministry of Education officials in Masvingo district comprised the sample. A qualitative research design was applied. Data were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had diverse experiences in teaching HIV and AIDS. All twenty teachers (100%) experienced frustration, lack of direction, being overburdened and fear regarding teaching HIV and AIDS. Some teachers 15 (75%) experienced the subject as sensitive. Yet others experienced uncertainty and insecurity. 14 (70%) teachers experienced lack of information and confusion regarding the subject and its execution thereof. Overall, there were inconsistencies regarding teacher experiences in executing the subject due to lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry should become proactive in developing teachers’ knowledge and skills through ongoing professional development. HIV and AIDS teachers should lessen negative affects and low self efficacy. School heads should provide resources and develop teachers’ experiences in HIV and AIDS so that the subject area is well received in schools.