Primary School Teachers’ Attitudes regarding Stuttering of School Age Children at First Al-Karkh Education Directorate in Baghdad City

Abstract

Objective(s): To assess primary school teachers’ attitudes regarding the stuttering of school-age children at

first al-karkh education directorate in Baghdad city, and find out the relationships between primary school

teachers’ attitudes regarding stuttering and their demographic characteristics

Methodology: The study started from the period of 20th September 2018 to the 1st of March 2020.

Probability samples of 370 primary school teachers were chosen randomly. The questionnaire was designed

and composed of two parts: the first part deals with the teachers’ demographic data; the second part includes

a stuttering attitude scale. Determined reliability of the questionnaire through a pilot study and determined

validity through a panel of (31) experts. The data was collected through the self-administration method

was used by asking the participants to complete the format of the questionnaire and fulfill the questions,

and it described statistically and analyzed through the use of descriptive and inferential statistical analysis

procedures.

Results: The findings of the present study indicate that (71.3 %) of the study sample has a neutral level of

attitudes toward stuttering of school-age children.

Conclusions: The study concludes that most of the teachers’ attitudes were neutral related to the stuttering

of school-age children, and there are no effects of socio-demographic characteristics of teachers’ on their

knowledge about stuttering.

Recommendations: The study recommended an education program about stuttering for primary schools’

teachers to improving their attitudes toward children who stutter (CWS) in the school environment, and

there are no effect socio-demographic characteristics of teachers’ on their attitude toward stuttering.