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Assessment of Social Transmission of Food Preferences Behaviors
Published on: January 25, 2018
Teachers' Perceived and Desired Roles in Nutrition Education
Julie M Metos1, Kelan Sarnoff2, Kristine C Jordan1
1Department of Nutrition and Integrative Physiology, University of Utah, 250 South 1850 East, Salt Lake City, UT 84112.
Background:
Elementary teachers have the potential to influence children's eating habits. This study examined teacher views and practices regarding nutrition education.
Methods:
An online survey was administered to K-6 teachers (N = 628) in 55 public elementary schools in a large city in the western United States. Three indices were created based on responses. Indices included: (1) attitudes and beliefs about nutrition education; (2) self-efficacy regarding nutrition education; and (3) personal health behaviors. Relationships between indices, classroom practices, and teacher characteristics were tested. Teacher comments were categorized into themes.
Results:
Most teachers agreed they can make a difference in the eating behaviors of their students (68%). Correlations between hours of nutrition taught and teachers' attitudes and beliefs (r = .37, p < .01), nutrition self-efficacy (r = .38, p < .01), and personal health practices (r = .15, p < .01) were weak, yet statistically significant. Number of years teaching was inversely related to frequency of food rewards (r = -119, p < .01). Few teachers (21%) agreed they have support to teach nutrition in the classroom.
Conclusion:
Teachers understand the importance of nutrition education but provision is limited by competing demands. Teachers suggest tailored nutrition materials, qualified nutrition personnel, and school stakeholder support to promote nutrition education.
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