الفهرس 
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Abstract
Foodborne diseases are a serious public health problem that can cause both acute and chronic health problems. They are defined as any illness that results from the consumption of contaminated food or beverages, whether by microbes, chemicals, or toxins. The sources of foodborne diseases are diverse and can include soil, irrigation and fertilization water, agricultural and slaughtering facilities, utensils and equipments used in food preparation, improper food storage, and infected food handlers. Foodborne diseases can be classified into several types according to the causative agent. These types include bacterial, viral, and fungal infections. Foodborne diseases are characterized by a variety of signs and symptoms including: fever, nausea, vomiting, diarrhea, abdominal cramps, headache, fatigue, muscle cramps, and others. Strategies to prevent foodborne diseases include: Washing hands thoroughly before preparing and eating food. Cooking foods thoroughly and at safe temperatures, storing foods at appropriate temperatures, avoiding contaminated or expired foods, ensuring the cleanliness of utensils and equipment used in food preparation and serving. Food safety education is so important in schools. Teachers play an important role in preventing food borne disease. Self-learning is a good tool for achieving this through increasing teachers’ knowledge and practices which will reflected on students’ dietary behaviors. Aim of study The present study aimed to evaluate the effect of self-learning regarding food borne diseases on knowledge and practices of primary school teachers. Study design: A quasi experimental research design was utilized in this study. Setting This study was conducted at ten primary schools which was selected randomly by simple random sample technique from (forty - seven) schools in Tanta city. subjects The total number of the studied primary school teachers were 150 teachers who were chosen through systematic random sample technique from the previous settings. Study tools To achieve the aim of this study, two tools were used in order to obtain the necessary data of this study: Tools of data collection: Two tools were used in order to obtain the necessary data for this study: Tool I: A structured interviewing questionnaire: This tool was developed by the researcher based on Asmahan A et al., (2021) and Allah A et al., (2017) to collect the necessary data. This tool included the following two parts: Part (1): Socio demographic characteristics of the teachers: - This part included basic data such as: age, sex, educational level, marital status, residence, years of experience in teaching, history of food poisoning (frequency and manifestations), training courses about food borne diseases and its number, presence of an educational material in the schools containing knowledge and practices regarding prevention of food borne diseases. Part (2): Teachers’ knowledge regarding food borne diseases: - This part was used to assess knowledge of the studied teachers about food borne diseases based on the related literatures. It comprised 14 questions about: meaning of food borne disease, risk factors, causes, types of food contaminats (physical and chemical), types of diseases transmitted by contaminated food, mode of transmission, clinical manifestations, complications and preventive measures such as (precautions during purchasing, preparation, storage and serving of food). Tool ІІ: Teachers’ reported practices regarding prevention of food borne diseases: This tool was developed by the researcher after reviewing the related literatures. It comprised 43 statements to assess the reported preventive practices and measures of the studied teachers concerning food borne diseases. Such measures included: -: - 1) Purchasing measures as: purchasing of fresh vegetables and fruits, revising foods expired date, avoiding canned food with swelling cans, avoiding rusted canned food, ensuring suitable freezing of purchased foods, avoiding spoiled meat, having meat form trusted sources and avoid fishes showing signs of spoil. 2) Preparation measures as: washing hands before preparation of food, proper cleaning of kitchen, proper cleaning and drying of utensils, using separate knives for meat and vegetables, proper cooking of food at suitable temperature, avoiding heating cooked food several times and covering food correctly. 3) Storage measures as: keeping food liable to spoil at fridge within two hours, washing and drying vegetables and fruits before storage, following up the stored food and getting rid of spoiled food, keeping dry food in perfectly closed clean containers, keeping fridge door perfectly closed and regular following up of fridge temperature 4) Serving measures as: washing hands before serving, serving in clean plates and cleaning food serving environment. The results of the present study revealed that: - The age of the studied school teachers ranged between 25-56 years with a mean age of (42.51+7.41) years. Most (70 %) of them were females. The majority (89.4%) of them had university level and slightly less than two- thirds (65.3%) of them were from urban areas. - The majority of the studied school teachers had poor knowledge score before self-learning intervention while after self-learning intervention there was an amazing improvement in their knowledge as 99.3% of them had good knowledge score. - The majority of the studied school teachers reported unsatisfactory practices before self-learning, while the majority (88%) of them reported satisfactory practices after self-learning intervention. The mean scores of their total practices increased from (23.99+5.67) before self-learning to (39.85+4.75) after self-learning intervention. - There was no significant relation between sex, residence and marital status of the studied teachers and their knowledge and their practices. - The majority (83.3%) of studied teachers with poor knowledge had unsatisfactory practices before self-learning intervention. While, after self-learning intervention, there was an improvement in their knowledge and practices score as the majority (87.3%) of studied teachers with good knowledge had satisfactory practices. - There was no significant correlation between age, educational level and years of job experience of the studied teachers and their knowledge & practices. There was no statistically significant correlation between teachers’ knowledge score and their overall practices score. Based on the results of this study, it can be recommended that: 1) Conducting ongoing training sessions for primary school teachers to increase their knowledge and skills regarding food safety to prevent foodborne disease. 2) Integrate food related information into the school curriculums to help students to gain good dietary habits and behaviors. 3) Encourage the availability of an educational material in the schools as brochures, posters and booklets about food borne diseases as well as food hygiene. 4) Disseminate information to a large sector of community about food borne diseases and food hygiene through mass and social media. 5) Further research is recommended regarding conducting health educational program for primary school students about food borne disease and its preventive measures.