Preparing Teachers as HIV/AIDS Prevention Leaders in Malawi: Evidence from Focus Groups

Although many countries offer school-based HIV/AIDS prevention programs, little is known about how teachers feel about being part of these programs. This paper presents the views of primary school teachers in Malawi regarding their potential role in HIV/AIDS prevention. Data come from two focus groups with 12 male and 12 female primary school teachers attending a teacher training college for certification. Teachers were deeply concerned about the impact of the epidemic on themselves, their families, and the nation. Teachers expressed willingness to be HIV/AIDS prevention leaders for young people and for their communities. However, they identified many personal and system barriers, including: risky personal behaviors which made some teachers poor role models; negative societal attitudes of stigmatization, denial, and reluctance to discuss sex with young people; and inadequate teacher training and ongoing support. Recommendations include: providing behavioral change intervention to reduce personal HIV/AIDS risks of teachers, enhancing the importance of school-based HIV/AIDS prevention through strategies such as making HIV/AIDS prevention part of the examined curriculum, expanding training and ongoing support for teachers regarding participatory teaching strategies as well as content, and involving both teachers and communities in the development and implementation of HIV/AIDS programs in schools, and with students.