CONTEXTUAL EFFECTS ON KINDERGARTEN TEACHERS’ INTENTION TO REPORT CHILD ABUSE
Article first published online: 7 AUG 2012
© 2012 Wiley Periodicals, Inc.
Journal of Community Psychology
Volume 40, Issue 7, pages 886–890, September 2012
How to Cite
Feng, J.-Y., Wu, Y.-W. B., Fetzer, S. and Chang, H.-Y. (2012), CONTEXTUAL EFFECTS ON KINDERGARTEN TEACHERS’ INTENTION TO REPORT CHILD ABUSE. J. Community Psychol., 40: 886–890. doi: 10.1002/jcop.21508
- Issue published online: 7 AUG 2012
- Article first published online: 7 AUG 2012
Child abuse is underreported for children with socioeconomic inequalities. The impact of geographic location combined with sociocultural characteristics on teachers’ reports of child abuse remains unclear. A national survey of 572 kindergarten teachers from 79 schools in Taiwan used hierarchical linear modeling to investigate the contribution of individual factors, environmental factors, and training on kindergarten teachers’ intention to report child abuse. In-service training had the most influence on teachers’ intention to report in eastern Taiwan, the poorest and least-educated region. Training programs should be designed based on socioeconomic and cultural contextual needs.