@article{10272/27491,
year = {2025},
url = {https://hdl.handle.net/10272/27491},
abstract = {The prevalence of vaccine hesitancy has posed challenges in managing infectious diseases like coronavirus disease 2019 (COVID-19). While science teachers have the potential to promote health literacy and influence community attitudes, there is a paucity of research on their vaccination behaviors and perceptions related to COVID-19. The study aimed to investigate the relationship between knowledge, attitudes towards COVID-19 vaccination, and vaccination statuses among pre-service science teachers in South Africa. Final-year Bachelor of Education pre-service life sciences teachers (n = 182) in South Africa were surveyed using a previously validated closed-ended questionnaire. Regression analyses were employed to discern influential factors on vaccination behavior. Most participants demonstrated a comprehensive understanding of COVID-19’s nature and symptoms, along with the efficacy and safety of vaccines. Nevertheless, prominent misconceptions emerged, such as the misbelief that the SARS-CoV-2 virus does not cause COVID-19 and that vaccines can modify human deoxyribonucleic acid. Regression analyses found a notable correlation between the attitude toward COVID-19 vaccines and actual vaccination status. This study emphasizes the pressing need to rectify prevailing health-related misconceptions and attitudes in teacher education programs to enhance teachers’ role in influencing students’ health behaviors and beliefs.},
organization = {The South African National Research Foundation (NRF) supported this work (Grant unique number 127101).},
publisher = {Lippincott, Williams & Wilkins},
title = {The association between COVID-19 vaccination status, knowledge, and attitudes among preservice life science teachers in South Africa},
doi = {10.1097/MD.0000000000045237},
author = {Mnguni, Lindelani and Gómez Salgado, Juan and Chirico, Francesco},
}