Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

Abstract

Background Teacher self-efficacy can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on 4th grade teachers’ self-efficacy toward teaching nutrition. Methods Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 4th-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and post-test teacher self-efficacy using a 4-point Likert-scale (1=not confident at all; 4=very confident). ANCOVA and Wilcoxon-Signed Rank Test were used for statistical analysis. Results Teachers in the intervention group displayed significantly higher post-efficacy expectation scores (mean=3.52; sd=0.41) than comparison group teachers (mean=2.86; sd=0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice Health educators can use the findings to inform the development of teacher trainings in nutrition and health.

Experts’ views regarding Australian school‐leavers’ knowledge of nutrition and food systems

“…These researchers highlighted the need to focus on improving teachers' self efficacy to teach nutrition issues. 30 In the current study, insufficient levels of school-leavers' knowledge of N&FS reported by the participants is of concern, especially in relation to basic matters such as food hygiene. This view of the experts in this study is consistent with the findings of a recent study of 475 students from secondary schools and universities in Australia and the UK, which revealed generally low levels of food safety knowledge.…”

“…Schoolteachers’ lack of efficiency in training students about food‐related issues is likely to be a worldwide challenge. Stage and colleagues in a recent investigation in the United States highlighted that schoolteachers have the potential to influence eating behaviour of students extensively 30 . However, they found that teachers spend limited hours on nutrition education for students and barriers included insufficient professional development and lack of knowledge of complementary materials.…”

“…However, they found that teachers spend limited hours on nutrition education for students and barriers included insufficient professional development and lack of knowledge of complementary materials. These researchers highlighted the need to focus on improving teachers’ self efficacy to teach nutrition issues 30 …”

“…Stage and colleagues in a recent investigation in the United States highlighted that schoolteachers have the potential to influence eating behaviour of students extensively. 30 However, they found that teachers spend limited hours on nutrition education for students and barriers included insufficient professional development and lack of knowledge of complementary materials. These researchers highlighted the need to focus on improving teachers' self efficacy to teach nutrition issues.…”

Naturopathy Education, Social Cognitive Theory, PrecedeProceed Model, and Lesson Plan

“…In addition, one can educate others in a professional capacity by understanding positive and negative influencing factors in the lives of others. Theory can be applied in personal, individualized, meaningful ways to capture the attention of others and help raise selfadvocacy and self-efficacy levels for better health conditions and better health choices [17][18][19][20].…”