Teacher attitudes towards health education in Greek‐speaking Cyprus schools

Apostolidou, Martha; Fontana, David

doi:10.1108/09654280310467690

Cited by 18 publications

(27 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…If teachers possessed a higher level qualification in health education, then this increased the probability of their teaching about medicines-related topics. This finding is in accordance with earlier studies on health/sex education, that is, teachers who had received adequate basic education or undertaken continuing education in that topic were more likely to teach that subject (Apostolidou and Fontana, 2003;Jourdan et al, 2010;Ramiro and De Matos, 2008).…”

Section: Discussionsupporting

confidence: 93%

Associations between beliefs about medicines and medicines education: A survey among Finnish comprehensive school teachers

Siitonen

Vainio

Keinonen

et al. 2014

Health Education Journal

View full text Add to dashboard Cite

Objective: To describe the association between teachers' beliefs about medicines and teaching about illnesses and medicines-related topics by Finnish comprehensive school teachers. Design: A nationwide postal survey. Setting: Finnish primary and lower secondary school teachers. Method: Data were collected using a nationwide postal survey from a representative sample (n = 1700) of Finnish primary and lower secondary school teachers in spring 2010. A response rate of 56% (n = 928) was achieved, from which 667 teachers had taught health-related topics. Logistic regression multivariate analysis was used to measure key associations. Results: Among primary school teachers, stronger beliefs about the harmfulness of medicines were associated with teaching basic knowledge about what medicines are (odds ratio [OR] 1.86, 95% confidence interval [CI] = 1.01-3.45). Although an association was detected, other explanatory factors, for example, teachers' experience of medicating a long-term illness in their own child, their teaching experience and a qualification in health education and perceived teaching skills, seemed to predict the teaching more than teachers' beliefs about medicines. Conclusion: Findings have important implications for teacher training and continuing education. If teachers can become more aware of the beneficial aspects of teaching about the rational use of medicines, this may lead to greater inclusion of medicines-related education in school health education.

show abstract

Section: Discussionsupporting

confidence: 93%

Associations between beliefs about medicines and medicines education: A survey among Finnish comprehensive school teachers

Siitonen

Vainio

Keinonen

et al. 2014

Health Education Journal

View full text Add to dashboard Cite

show abstract

“…Moreover, teachers' attitudes and expectations regarding the outcome of the program at baseline were highly associated with their participation in HPS at three year follow-up. Studies from Finland, Australia and Greece also suggest that teachers are positive to health education and health promotion [28,36,37], indicating that teachers may find it easy to incorporate the aims and strategies of these types of school development programs into their teaching. However, experiences from the Scottish Network of Health Promoting Schools suggest that although teachers were positive at the initiation of the program, staff must be granted time to rethink their practice and to embrace the HPS approach [15].…”

Section: Factors Enabling Teacher Participation In Health Promotionmentioning

confidence: 99%

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

Viig¹,

Tjomsland²,

Wold³

2010

TOEDUJ

View full text Add to dashboard Cite

Abstract:The aim of this study was to investigate conditions related to teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools. One hundred and four teachers responded to the questionnaire at baseline and at three year follow-up. Teachers' personal interest and regard for the program aim were the main predictors of their self-reported participation in the program. Conditions perceived as enabling or hindering program implementation, as well as baseline characteristics of school culture and professional discretion were to a high extent related to participation in the program (Multiple R 2 = .52). Health promotion aiming at increasing the students' wellbeing and improving the school environment seemed to have been well received by teachers, and enabled their participation in the program. The findings imply that programs encouraging networking are likely to be successful in engaging teachers, and that such networking yields ample opportunities for professional learning.Keywords: Health promoting school, teacher participation, network, professional learning, professional discretion, supportive culture.Teacher participation is considered an important precondition for school development processes. However, there is no general "recipe" for how to facilitate teachers' participation in such processes, just as there is no "recipe" for how to facilitate school development processes in general [1,2]. This study investigates factors enabling or hindering teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools.The 'Health Promoting School' (HPS) is a relatively recent concept, but the notion that the school setting can have a wide and varied role in meeting and influencing the health of young people and future adults is not new [3][4][5]. A HPS initiative is grounded in a holistic view of health, with the target being not just individual lifestyle, but the wider organisational and socio-environmental context of the whole school community [6][7][8]. Consequently, the development of a HPS involves a move from practices that rely mainly on classroom-based health education models to a more comprehensive, integrated construct of health promotion [6]. THE NORWEGIAN NETWORK OF HEALTH PROMOTING SCHOOLS The Norwegian Network of Health Promoting Schools is part of the European Network of Health Promoting Schools (ENHPS eu/).The HPS program differs from other health-promoting and preventive measures in schools by being an overall policy program presupposing and facilitating changes in schools' traditional methodology and policy. The uniqueness of the HPS program lies in the way it focuses on including the whole school community in developing and implementing health promoting interventions [10,11].The ENHPS initially developed 12 criteria for a HPS [12]. Included in these criteria were guidelines about health enhancing physical and psychosocial environments, changes in curriculum in terms...

show abstract

“…In addition, teachers claim that they are not experts in health knowledge, especially because the Finnish comprehensive school curriculum has not included health as a special subject (Tossavainen and others, 2002). A similar situation seems to prevail in many other countries, too (for example, Peterson and others, 2001;Apostolidou and Fontana, 2002).…”

Section: School Contextmentioning

confidence: 67%

Health promotional education: differences between school nurses' health counselling and teachers' health instruction in the finnish ENHPS

et al. 2004

View full text Add to dashboard Cite

The purpose of the study was to describe school nurses' (N=24) and teachers' (N=25) opinions of how the health‐related goals in their counselling and instruction were attained and to find out the possible differences between the two groups in the Finnish European Network of Health Promoting Schools. The data were collected by a questionnaire and analysed statistically. Some significant differences existed. School nurses ranked non‐intoxicant use, human growth and development and life control highest in their health counselling, whereas teachers underlined health maintenance and well‐being, respect for other people and non‐intoxicant use. School nurses' health counselling covered disease prevention and treatment better compared to teachers' health instruction, whereas health maintenance and well‐being, environmental health, first aid and safety and respect for other people were covered better in teachers' health instruction. Teachers were more promotional and community‐oriented, while school nurses emphasised a more preventive and individually oriented approach.

show abstract

Teacher attitudes towards health education in Greek‐speaking Cyprus schools

Cited by 18 publications

References 7 publications

Associations between beliefs about medicines and medicines education: A survey among Finnish comprehensive school teachers

Associations between beliefs about medicines and medicines education: A survey among Finnish comprehensive school teachers

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

Health promotional education: differences between school nurses' health counselling and teachers' health instruction in the finnish ENHPS

Contact Info

Product

Resources

About