Development of Model for 「The Survey on School Foodservice Program」 / 대한지역사회영양학회지

OBJECTIVES: The purpose of this study was to develop a systematic and standardized「The Survey on School Foodservice Program」that can identify the current status of school meals on the nationwide level. METHODS: This study was carried out in six steps of the analysis of report/investigation data related to school foodservice in metropolitan and provincial offices of education, analysis of preceding research related to the actual status of school foodservice, field verification of the actual condition of the school foodservice site, development of a draft of「The Survey on School Foodservice Program」, pilot study of a draft of 「The Survey on School Foodservice Program」, and suggestions of a final model of「The Survey on School Foodservice Program」from August to December, 2017. Statistical analysis was performed for frequency analysis and descriptive analysis using the SPSS program ver. 23. RESULTS: A draft of「The Survey on School Foodservice Program」was developed by analyzing the current status of report/research data on school meals in metropolitan and provincial offices of education, analyzing the preceding research on school meals, and identifying the actual conditions at school foodservice sites. To verify the validity of the school foodservice survey questionnaire, 1,031 schools were sampled from a total of 10,251 schools and the pilot test of ‘2017 School Foodservice Survey’ was conducted. The final model of「The Survey on School Foodservice Program」consisted of 12 survey sections, 29 survey categories, and 433 survey items, and the survey cycle was set for one year and three years for each survey item. CONCLUSIONS: Based on the objective statistical data through「The Survey on School Foodservice Program」, it is possible to develop the school foodservice policy, which will help establish the reliability of the school meals.

Development of Model for 「The Survey on School Foodservice Program」 / 대한지역사회영양학회지

OBJECTIVES: The purpose of this study was to develop a systematic and standardized「The Survey on School Foodservice Program」that can identify the current status of school meals on the nationwide level. METHODS: This study was carried out in six steps of the analysis of report/investigation data related to school foodservice in metropolitan and provincial offices of education, analysis of preceding research related to the actual status of school foodservice, field verification of the actual condition of the school foodservice site, development of a draft of「The Survey on School Foodservice Program」, pilot study of a draft of 「The Survey on School Foodservice Program」, and suggestions of a final model of「The Survey on School Foodservice Program」from August to December, 2017. Statistical analysis was performed for frequency analysis and descriptive analysis using the SPSS program ver. 23. RESULTS: A draft of「The Survey on School Foodservice Program」was developed by analyzing the current status of report/research data on school meals in metropolitan and provincial offices of education, analyzing the preceding research on school meals, and identifying the actual conditions at school foodservice sites. To verify the validity of the school foodservice survey questionnaire, 1,031 schools were sampled from a total of 10,251 schools and the pilot test of ‘2017 School Foodservice Survey’ was conducted. The final model of「The Survey on School Foodservice Program」consisted of 12 survey sections, 29 survey categories, and 433 survey items, and the survey cycle was set for one year and three years for each survey item. CONCLUSIONS: Based on the objective statistical data through「The Survey on School Foodservice Program」, it is possible to develop the school foodservice policy, which will help establish the reliability of the school meals.

Investigation of Status of School Nutrition Education and Changes in Perception of Nutrition Teacher's Job

The purpose of this study was to investigate the status of school nutrition education and changes in perception of nutrition teacher's job in order to determine the need for redesign to achieve their ideal job. The questionnaire was distributed to 1,550 nutrition teachers, and a total of 1,487 usable data were collected with a 96% response rate from August to December 2015. Statistical data analysis was completed by using SPSS/Win 21.0 for descriptive analysis. The results were as follows: 45.5% of nutrition teachers periodically implemented nutrition education classes, and 32.7% of responses used creative activity times for nutrition and dietary life education. Various topics were taught such as strategies to improve dietary habits, choice of healthy foods and nutrition labeling, nutrition information, food safety, and environmental problems, etc. Current performance ratios of nutrition teacher's duties and tasks were as follows: nutrition operation 31.3%, foodservice hygiene and safety 28.0%, nutrition management 22.7%, nutrition and dietary life education and counselling 11.6%, and professional development 6.4%. Opinions about ideal job performance of nutrition teachers were investigated to determine needs for job redesign. Two in nutrition management duty tasks and four foodservice management duties duty tasks were reduced. On the other hand, another two nutrition management duty tasks and three nutrition and dietary life education and counselling tasks were increased compared to current job performance.

Effect of Nutrition Teachers' Work Load and Job Tention on Job Satisfaction

The purpose of this study was to examine nutrition teachers' workload, job tension, and job satisfaction. Specifically, this study investigated the influence of nutrition teachers' workload and job tension on job satisfaction. A self-administered survey was distributed via online to 240 school nutrition teachers, in Korea, from July 16 to September 5, 2016. A total of 132 respondents completed the survey. The survey asked respondents for the time required for each task, job tension, job satisfaction, and demographic information. The findings of the study indicated that nutrition teachers spent most of their time on foodservice operation/ management. Among factors affecting job satisfaction, amount of work showed the lowest score. Job tension (P<0.001) of school nutrition teachers and amount of work (P<0.01) negatively affected their job satisfaction. Moreover 'kind of work' (P<0.001), 'future of career' (0.01), and 'amount of work' (0.05) were the factors significantly affecting job satisfaction. The study offers implications for governmental policies which can improve school nutrition teachers' satisfaction with their job duties.

Phenomenological Analysis of Barrier Factors Affecting Nutrition Education Jobs of Nutrition Teachers

The purpose of this study was to understand barrier factors affecting nutrition education jobs and determining priorities according to frequency of occurrence of obstacles. Focus group interview (FGI) was conducted on 11 nutrition teachers, and the result are summarized by the phenomenological analysis method. The barriers of nutrition education consisted of three categories, seven themes, and 10 sub-themes. The three categories were divided into work burden, recognition of nutrition education, and limitations of the nutrition education environment. Recognition of nutrition education was further divided into internal recognition from nutrition teachers and individual and external recognition from students and staff. The results showed that the most frequent barrier experienced by nutrition teachers in the work burden category was heavy work loads of foodservice management, followed by irrational working environment. In addition, limitations of the nutrition education environment consisted of absence of standard curriculum and textbooks, inadequate education infrastructure, and inadequate class time. To improve this, it is necessary to reduce nutrition teacher's food service management and develop standard curriculum and educational materials for nutrition education.

Comparison of Required and Additional Man Power's Implemental Task Elements between Present and Future-oriented Duties of School Nutrition Teachers

The purpose of this study was to compare the task elements categorized into required and additional man power's implemental between present and future-oriented duties of school nutrition teachers. The survey consisted of five duties, 27 tasks, 93 task elements, and 270 work details in the task elements of school nutrition teachers. A pilot-test was first conducted on nutrition teachers to confirm the survey contents, and then a main survey was performed on 240 school nutrition teachers, using a self-administrated online method, from July 16 to September 5, 2016. To compare present and future-oriented tasks, frequency analyses were conducted. Work details in the task elements were categorized into ‘required’ and ‘additional man power's implemental’, depending on school nutrition teachers' responses, based on a 50% cut-off percentage. The results showed that 13 work details among 60 work details (21.7%) in the ‘Duty C. Safety and hygiene management of school foodservice’, and 15 work details out of 106 work details (14.2%) in ‘Duty B. Foodservice management practices’ were identified as additional man power's implemental in future oriented duties. As to ‘Duty A. Nutrition management’, only three work details among 55 work details (5.5%) were identified as additional man power's implemental. On the other hand, all work details in ‘Duty D. Nutrition·diet education and counseling and ‘Duty E. Reinforce professionalism’ were identified as “required” as school nutrition teachers' duties. These findings imply that school nutrition teachers perceive nutrition management and education as their primary duties to the fulfill school foodservice' mission of promoting students' health and fostering students' dietary behaviors. The study offers practical and governmental implications, which can encourage school nutrition teachers to perform their primary duties.