Teachers' knowledge about communicable disease control at primary schools in Mosul City: A cross-sectional study

Introduction: In emergency situations, particularly complicated ones including the collapse of health services and disease control programs, a major cause of mortality and morbidity is limited access to health care and communicable diseases. The aim of the study is to assess the primary school teachers' knowledge of communicable illness control in Mosul City.Materials and Methods: A descriptive cross-sectional study design was employed, utilizing a purposeful sample of 149 teachers. The study was carried out at Mosul City primary schools in the first quarter of 2024. A survey was made specifically for this purpose. It was made up of two parts. The data were analyzed using SPSS version 26.Results: Findings of the current study showed that 7 (4.7%) teachers only had excellent knowledge of communicable disease prevention and control, while the majority of teachers, 105 (70.5%), had poor knowledge of these topics.Conclusion: The majority of elementary school teachers in Mosul City lack sufficient information on managing communicable diseases. The study advised the essential to work with the Ministry of Health and Environment to implement educational programs on communicable diseases and preventive measures to raise their level of awareness regarding the prevention and control of communicable illnesses. The following core competencies are addressed in this article: Medical knowledge, Practice-based learning and improvement, Systems-based practice.Conclusion: The majority of elementary school teachers in Mosul City lack sufficient information on managing communicable diseases. The study advised the essential to work with the Ministry of Health and Environment to implement educational programs on communicable diseases and preventive measures to raise their level of awareness regarding the prevention and control of communicable illnesses. The following core competencies are addressed in this article: Medical knowledge, Practice-based learning and improvement, Systems-based practice.