Oladiran Stephen OLABIYI, Adeneye Olarewaju A. Awofala, Wole Akinlabi

Technology teachers' knowledge, attitudes, and practices of occupational health and safety in the school workshop

Introduction

Technology teachers' knowledge, attitudes, and practices of occupational health and safety in the school workshop. Examines technology teachers' occupational health and safety (OHS) knowledge, attitudes, and practices in school workshops. Finds gender influences knowledge/attitude but not practice, highlighting the need for safety training.

Abstract

The study examined technology education teachers' knowledge, attitudes, and practices of occupational health and safety in the school workshop. Also influence of technology teachers' gender was determined. The study employed the descriptive correlational survey method of research. The respondents for the study consisted of two hundred and seventy-six (276) technical college teachers. A questionnaire was used to collect data. independent samples t-test, Pearson moment correlation coefficient and multiple regression analysis were used to analyze the data collected. The study found out that there was a significant influence of gender on technology teachers' attitude and knowledge however, gender did not have significant influence on technology teachers' practice of occupational health and safety. There was a weighty relationship amid knowledge, attitude and practice towards occupational health and safety. Attitude and knowledge were significant predictors of occupational safety and health practice. Consequently, the study recommended among others that occupational safety and health training should be provided to improve technology teachers' knowledge and attitude to better predict their practice towards it, the practice of safety be stressed by the employer, who should supply workers with safety precautions and appropriate clothes (personal protection equipment) in the job, effective procedures and corrective activities should be implemented in the school workshop to prevent and reduce the occurrence of accidents.

Review

The study effectively addresses a critical issue concerning occupational health and safety (OHS) within school workshops, focusing on technology education teachers' knowledge, attitudes, and practices (KAP). By employing a descriptive correlational survey method with a substantial sample of 276 technical college teachers, the research provides a quantitative foundation for understanding the factors influencing OHS behaviors. The findings reveal a significant influence of gender on teachers' OHS knowledge and attitudes, although not on their reported practices. Crucially, the study identifies a strong, significant relationship among knowledge, attitude, and practice, with knowledge and attitude emerging as potent predictors of OHS practice. This highlights the interconnectedness of cognitive, affective, and behavioral domains in fostering a safe workshop environment. While the study offers valuable insights, a more detailed presentation of the correlational and regression analyses in the abstract would enhance its immediate impact. For instance, quantifying the strength and direction of the "weighty relationship" among KAP variables, or providing R-squared values for the predictive models, would offer a clearer understanding of the practical significance of these findings. Additionally, relying solely on a questionnaire for data collection, though efficient for a large sample, means the data is self-reported and may be susceptible to social desirability bias, potentially overstating positive attitudes or ideal practices. Consideration of this limitation and its potential impact on the findings would strengthen the methodological discussion. The focus on "technical college teachers" also implies a specific context, and the generalizability of these findings to broader technology education settings (e.g., secondary schools) might require further validation. Despite these minor points, the research makes a significant contribution by empirically supporting the need for comprehensive OHS interventions in educational workshops. The recommendations, which include providing targeted OHS training to enhance teachers' knowledge and attitudes, stressing safety enforcement by employers, supplying appropriate personal protective equipment (PPE), and implementing effective accident prevention procedures, are highly practical and actionable. The study's clear identification of knowledge and attitude as predictors of practice offers a strong evidence base for developing effective safety education programs. This work is highly relevant for educational policymakers, curriculum developers, and school administrators aiming to improve safety standards and reduce accident rates in technology education environments, thereby safeguarding both teachers and students.

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