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Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban

Author

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  • Amanda M. Wilson

    (Department of Community, Environment and Policy, Mel and Enid Zuckerman College of Public Health, University of Arizona, Tucson, AZ 85721, USA)

  • Olusola O. Ogunseye

    (Department of Community, Environment and Policy, Mel and Enid Zuckerman College of Public Health, University of Arizona, Tucson, AZ 85721, USA)

  • Olivia DiGioia

    (Department of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, University of Arizona, Tucson, AZ 85721, USA)

  • Lynn B. Gerald

    (Department of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, University of Arizona, Tucson, AZ 85721, USA
    Asthma & Airway Disease Research Center, Tucson, AZ 85724, USA)

  • Ashley A. Lowe

    (Asthma & Airway Disease Research Center, Tucson, AZ 85724, USA)

Abstract

The study objective was to characterize K-5 teachers’ risk perceptions and experiences with CDC COVID-19 classroom guidance in an Arizona school district with a mask mandate, conflicting with a statewide mask mandate ban. Methods: Public school teachers ( n = 111) were recruited between 14 December 2021, and 31 January 2022, for an anonymous online survey with questions on seven important topics related to: (1) population demographics, (2) teachers’ perceptions of COVID-19 in the workplace, (3) masks, (4) physical distancing, (5) surface transmission routes, (6) air flow, and (7) contact tracing protocols. Descriptive statistics were calculated, and statistically significant differences in categorical responses by grade level taught were investigated with Fisher’s exact test. Results: There were 76 complete responses. No significant differences across grade levels were found. More than half (53%, 43/81) reported not feeling protected from occupational COVID-19 exposure. Lack of mask usage/enforcement was the most frequently listed reason (40%, 17/42). Physical distancing barriers included large student-teacher ratios. Conclusions: Consistent mask guidance at state and local levels, increased financial support, and lower student-teacher ratios may improve the implementation of CDC guidance for classrooms. Conflicting statewide and district-level school mask policies may negatively impact teachers’ risk perceptions.

Suggested Citation

  • Amanda M. Wilson & Olusola O. Ogunseye & Olivia DiGioia & Lynn B. Gerald & Ashley A. Lowe, 2022. "Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban," IJERPH, MDPI, vol. 19(14), pages 1-10, July.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:14:p:8311-:d:857765
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    References listed on IDEAS

    as
    1. Patricia Solís García & Rocío Lago Urbano & Sara Real Castelao, 2021. "Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support," IJERPH, MDPI, vol. 18(21), pages 1-9, October.
    2. Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
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