| dc.description.abstract | The purpose of this study was to evaluate the role of disclosure in enhancing positive living among secondary teachers in Kisumu Municipality. The disclosure being phenomenological meant that the respondents' personal experiences, emotional dispositions and personal testimonies were dimensions that were taken into account during the investigations. Respondents from twelve institutions were selected for this study thus ten unnamed secondary schools, the Kenya Network of Positive Teachers (KENEPOTE) and the District Education Office Headquarter. Since lllV/AIDS was first identified in Kenya in 1984, many have since been infected and have also died. The National Aids Control Council (NACC) estimated in 2005 that over 700,000 had died and currently over 1.5 million people are living with the virus.
Critical in the mitigation of HIV/AIDS is to sustain positive living and reduction of stigma. The study was guided by the following objectives: to examine the role of disclosure in enhancing positive living among teachers; to assess the role of attitude towards lllV/AIDS in the reduction of stigma and discrimination in schools and to; evaluate the role of policy in managing socio-economic challenges brought about by HIV/AIDS in schools. The main research question was therefore; does disclosure encourage HIV positive teachers to be involved in HIVIAIDS prevention and care programs? In reviewing literature, secondary data from the library, internet and statistics from the Education office were analyzed. Various theories of knowledge were reviewed but Rosenstock's psychological model called The Health Belief Theory was the lead theory to be exploited in this study which established the correlation between the dependent variables and the independent variable.
The theory was operationalized by a conceptual framework. The 'study used descriptive survey design which used both qualitative and quantitative data. The target population was secondary schools in Kisumu Municipality with a total of 541 populations. The sample size was 60 respondents: The main data collection tool was a questionnaire although unscheduled interview based on qualitative approach was also conducted. The study observed with due decorum and propriety the ethics of confidentiality given the fact that the HIV positive teachers who were interviewed formed the central focus of the research. The data were presented in form of AP A tables. The findings of the study were that disclosure helped the HIV positive teachers to live positively and enjoy their work in schools among colleagues.
The study also revealed that the TSC HIV/AIDS policy was friendly and it helped HIV positive teachers to stay longer in their profession without thinking of quitting. This study will be significant in contributing to the ongoing approaches taken by various sectors in the fight against HIV/AIDS. Many HIV and AIDS projects do not look at disclosure as a tool in sustaining efficacy in project goals hence this will be an added concept in the management of HIV/AIDS projects. The study also recommended among other recommendations for further research that the lllV positive teachers could be given stipend to help them supplement their economy. This would also encourage voluntary disclosure and many infected and affected people could hence benefit from their disclosure. The findings of this study will hence be useful contribution to the corpus of knowledge in the on-going study of HIV/AIDS disclosure and positive living among teachers, in Kisumu, Kenya, Africa and even internationally. | en_US |
