ABSTRACT
OBJECTIVE: To investigate elementary teachers' behavior toward allowing and using foods with low nutritional value in the classroom. DESIGN/SETTING: A survey guided by the Theory of Planned Behavior was administered in fall, 2012 in 10 schools. PARTICIPANTS: Elementary public school teachers in grades pre-kindergarten through 6. MAIN OUTCOME MEASURES: Teachers' behavior and beliefs regarding allowing and using foods with low nutritional value in the classroom and Theory of Planned Behavior determinants. ANALYSIS: Pairwise correlation coefficients and multivariate linear regression to assess relationships between theory determinants and descriptive statistics. RESULTS: All 3 determinants, Attitude Toward the Behavior (t = 4.04; P < .01), Subjective Norms (t = 3.78; P < .01), and Perceived Behavioral Control (t = 5.19; p < .01), were statistically significant predictors of behavior. The majority of teachers (94%) allowed foods of low nutritional value for celebrations at least some of the time, and 75% stated that they had control over what foods they allow. CONCLUSIONS AND IMPLICATIONS: Discussions among teachers and school health professionals should ensue to improve nutritional content of foods allowed in classrooms. School policies can be developed and evaluated for effectiveness to have a positive impact on childhood obesity and school nutrition environments.
Subject(s)
Faculty/statistics & numerical data , Food/standards , Health Knowledge, Attitudes, Practice , Nutritive Value , School Health Services/standards , Female , Humans , Male , Meals , Nutrition Policy , SchoolsABSTRACT
OBJECTIVE: Identify elementary teachers' implementation of nutrition competencies as part of their school wellness policies (SWP) guided by Organizational Change Theory (OCT) constructs. METHODS: A 32-item, cross-sectional survey was distributed through a Web link e-mailed to teachers in Mississippi public elementary schools. Response rate was 34% (n = 947) from 30 schools. Principal component factor analysis for inter-item correlations and theoretical fit to OCT was used with internal consistency reliability coefficients determined using Cronbach's alpha for Likert-type scales. RESULTS: A majority of teachers (85.5%) favors their SWPs and has transitioned through the unfreezing stage. Lack of teacher input, time, resources, and recognition for providing nutrition education reflects that teachers do not have support for transitioning through the moving stage. CONCLUSIONS AND IMPLICATIONS: Use of evaluation tools to facilitate teachers' progress through the moving stage into the refreezing stage would be advantageous in supporting organizational change as school administrations implement SWPs.
Subject(s)
Child Nutrition Sciences/education , Competency-Based Education , Faculty , Health Knowledge, Attitudes, Practice , Health Promotion , Inservice Training/methods , Schools , Adult , Cross-Sectional Studies , Humans , Internet , Middle Aged , Mississippi , Models, Organizational , Surveys and Questionnaires , Young AdultABSTRACT
The Internet is a burgeoning source of healthcare information for consumers and medical professionals, providing a wealth of data on diseases and chronic conditions, treatment options and patient safety. However, numerous studies have documented substantial variation in both the completeness and accuracy of this information. Although there are promising signs of improvement and new self-policing efforts, Internet users must still proceed with caution when seeking healthcare information online, as incomplete, inaccurate and even dangerous information still abounds in cyberspace. Constituencies concerned with healthcare and the Internet can take action to improve the quality of information online.
