Gesundheitskompetenz von schulischen Leitungskräften. Perspektiven einer vernachlässigten Berufsgruppe

Dadaczynski, Kevin

doi:10.1007/978-3-662-62800-3_70-1

Cited by 1 publication

(2 citation statements)

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“…The necessity for this arises due to the stressful working conditions and their implications for the physical and mental health of teachers ( 4 , 32–34 ). Moreover, the well-being of teachers correlates with improved academic performance of students ( 8 , 36 , 37 ), thereby influencing educational opportunities. This underscores another aspect of the importance of DHL-promotion of teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Sufficient levels of DHL are thus an important determinant of teacher’s health ( 35 ). A teacher’s health can be regarded as an important resource for the overall school climate and quality of teaching ( 36–40 ) and their well-being correlates among other things with better student academic performance ( 8 , 41 , 42 ). Moreover, study findings indicate that teacher’s HL serves as a significant predictor of the level of implementation of health promotion activities in school ( 41 , 43–46 ), the same can be assumed for DHL.…”

Section: Introductionmentioning

confidence: 99%

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Digital health literacy among primary and secondary school teachers—a quantitative study

Rangnow,

Fischer,

Hartmann

et al. 2024

Front. Public Health

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IntroductionDigital health literacy (DHL) is a key competency for individuals’ daily decisions toward their health behavior and wellbeing. While there is much focus on health literacy (HL) among the general population, teachers have been rarely addressed. Given the shortages in the teaching workforce in Europe and the impact of demanding working conditions on their health, it is important to address DHL in teachers. This paper examines the DHL of primary and secondary teachers and its associations with sociodemographic and school-related factors.MethodsAn online cross-sectional study was conducted with 1,600 German primary and secondary school teachers between October and December 2022. To assess DHL, the Digital Health Literacy Instrument (DHLI) including seven subscales was used. Statistical analyses were conducted on item and subscale level and an overall DHL score was calculated. Next to descriptive analyses, bivariate and regression analyses were conducted to explore potential associations with sociodemographic and school-related factors.ResultsThe frequency of difficulty in using digital health information varied across DHL dimensions and was greatest for protecting privacy (70.9%) and evaluating reliability (40.0%). In multivariate analysis, females more often reported a sufficient ability of adding content (OR = 1.61, CI = 1.05–2.48), while males more often reported a sufficient ability to protect their privacy (OR = 0.45, CI = 0.27–0.75). Teachers with leadership positions more often reported a sufficient ability in adding content (OR = 1.78, CI = 1.07–2.98). Regarding the ability to determine the relevance of online health-related information, no associations with a predictor variable were found.DiscussionThe results suggest that it is important to examine the individual dimensions of DHL and their distinct associations with sociodemographic and school-level factors, rather than just to rely on the overall level of DHL. The differential patterns identified in this study suggest a greater intervention need for teachers from higher age groups, primary and secondary general schools, and those without leadership roles. However, based on the limited predictive power of the variables included, further individual and school-level factors and their potential association with DHL should be investigated in the future. The promotion of DHL should be integrated into both teacher education and in-service training.

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