Teachers’ Concerns and Teaching Practices in Pre-School Sexual Education: A Study in Early Childhood Education Context

Abstract

The implementation of sex education in early childhood is crucial in addressing the increasing risk of sexual abuse among children. This study aimed to identify the level of teachers’ concern and teaching and learning (PdP) practices related to sex education among preschool teachers under the Ministry of Education Malaysia in Negeri Sembilan. A quantitative research design was employed using a questionnaire distributed to 299 preschool teachers. Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics, including t-tests and one-way ANOVA. The findings indicated that teachers demonstrated a high level of concern (M = 4.82, SD = 1.09), while the level of PdP practices was moderate (M = 3.79, SD = 0.86). Significant differences were found in teachers’ concern based on gender, age, academic qualifications, and training experience (p < 0.05). Similarly, PdP practices differed significantly based on academic qualifications, teaching experience, and training attended. The study highlights the need for targeted training and structured teaching modules to enhance teachers’ competence in implementing effective sex education in early childhood settings.