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Development and testing of a nutrition-teaching self-efficacy scale for elementary school teachers
Nancy Brenowitz1, Cynthia Reeves Tuttle
1Department of Nutrition and Food Science, University of Maryland, College Park, Maryland 20742, USA. nb81@umail.umd.edu
Objective:
To develop and validate the Nutrition-Teaching Self-Efficacy Scale (NTSES) and investigate the time spent teaching nutrition and the nutrition-teaching self-efficacy of Maryland elementary school teachers.
Design:
A questionnaire collected information on teacher demographics. The NTSES was adapted from science- and health-teaching self-efficacy scales, reviewed by experts, and pretested with elementary teachers. Both were converted to an on-line format for distribution statewide. Eighty elementary school teachers participated.
Analysis:
Cronbach alpha and factor analysis established internal consistency and were used to refine the NTSES. Analysis of variance and independent sample t tests were used to compare mean scores on the NTSES and subscales to time spent teaching nutrition.
Results:
The NTSES was determined to be a valid measure of nutrition-teaching self-efficacy. Higher nutrition-teaching self-efficacy scores were associated with spending more time teaching nutrition (P <.03).
Conclusions And Implications:
The NTSES is a useful tool for determining nutrition-teaching self-efficacy in this population and is recommended as part of nutrition education needs assessments among teachers. Higher nutrition-teaching self-efficacy may result in more time spent teaching nutrition.