Abstract
This mixed-methods study investigated problems impeding teachers and, in particular, Idaho elementary teachers in fulfilling their responsibility to report child abuse and neglect (CAN) as mandated by law. Teachers were asked about their desires to know more about child protective services (CPS) and its court process. Quantitative data was gathered from a sample of 25 teachers using an adapted version of Teachers and Child Abuse Questionnaire (ECAQ). Qualitative data was obtained from teacher interviews. Both sets of data were analyzed separately and compared providing triangulation. Teachers reported uncertainty about education adequacy pertaining to CAN. Teachers wanted to know more about CPS and the CPS court process to help fulfill their mandated duties. The researcher’s recommendations include building relationships between CASA personnel and educators to assist teachers’ self-confidence in reporting cases of CAN. Federal intervention should give consistent educational guidelines within CAN laws to improve CAN education regarding teacher’s mandated duties.
DOI
10.15760/nwjte.2015.12.1.10
Creative Commons License
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Persistent Identifier
https://archives.pdx.edu/ds/psu/25447
Recommended Citation
Huff, Leah Meredith
(2015)
"Idaho Teacher’s Attitudes about Child Abuse and/or Neglect: Trends and Implications of Reporting,"
Northwest Journal of Teacher Education: Vol. 12
:
Iss.
1
, Article 10.
DOI: https://doi.org/10.15760/nwjte.2015.12.1.10