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ABSTRACT
Background: Oculovisual problems can significantly impact children's learning. Teachers are often the first to observe potential signs, but their ability to address these issues depends on their knowledge and training. Purpose: To assess teachers' awareness of common oculovisual problems. Method: A questionnaire was administered to 205 teachers in Egor LGA, Benin City, Edo State. Data were analyzed using descriptive statistics and ordinal logistic regression. Results: While 71.7% of teachers reported some familiarity with oculovisual problems, 28.3% indicated limited or no familiarity. Although 79% believed in some impact on academic performance, most (34.6%) perceived it as "slight." Only 38.5% actively observed students for symptoms. "Lack of resources/support" (76.1%) and "Time constraints" (57.1%) were major barriers. Awareness was significantly associated with age (p=.009), years of experience (p=.009,), and formal training (p<.001). Conclusion: This study reveals a critical need to enhance teachers' capacity to identify and support students with oculovisual problems. Despite a general recognition of the potential impact on learning, significant gaps remain in teachers' knowledge of specific conditions and symptoms, practical observation skills. Future research should investigate the effectiveness of different training interventions for teachers on oculovisual health.
