Oral Health Knowledge and Practices Among Primary School Teachers in Harare, Zimbabwe

Abstract

Background: Primary school teachers play a key role in shaping children’s health behaviours, including oral hygiene practices. Adequate oral health knowledge among teachers can contribute to early prevention of dental diseases and promotion of healthy habits among school-aged children. However, limited awareness may negatively influence both their own oral health practices and the health education they provide to learners. Aims: The study aims to assess oral health knowledge and practices among primary school teachers in Harare, Zimbabwe. Study Design: A descriptive mixed-methods study with both qualitative and quantitative data. Place and Duration of Study: Primary schools in Harare, between July 2020 and April 2021. Methodology: The study population included all primary schools in Harare, excluding schools located in armed forces’ camps. Participating schools were selected using simple random sampling through the lottery method. A sample size of 33 was calculated using EpiInfo 7, with a 10% non-response rate considered. Results: The response rate was 93.93% (31 schools). Only 9 (29%) respondents correctly identified the number of deciduous teeth, while 13 (42%) knew the correct number of permanent teeth. About 8 (26%) could correctly describe dental plaque. Only 16% had visited a dentist in the past six months, while 16% had never visited a dentist. Among those who had visited a dentist, 74% sought care due to dental problems rather than routine check-ups. Conclusion: Oral health knowledge among primary school teachers in Harare was low, and their oral health-seeking behaviour was largely problem-driven. There is a need for targeted oral health education programs to improve teachers’ knowledge and encourage preventive dental care practices.