Teachers’ Attitudes toward Nutrition Education in Primary School [TATNEPS-40]

Description

The Teachers’ Attitudes toward Nutrition Education in Primary School [TATNEPS-40] is an instrument designed to investigate teachers’ attitudes, perceptions, and practices regarding nutrition education in primary schools. It also examines teachers’ nutrition-related knowledge and habits, with the aim of providing a broader understanding of how educators perceive the role and importance of nutrition education within the school environment.

Purpose

The main purpose of the questionnaire is to record teachers’ views, practices, and beliefs concerning nutrition education. It also aims to explore their nutritional knowledge and personal habits.

The information obtained may support the development of educational interventions and school-based health-promotion programs focused on healthy eating.

Sample

The study included 200 primary school teachers, of whom 56 were men and 144 were women. Participants represented all primary school grades and came from 23 schools in Athens and Piraeus, including 15 public and 8 private schools.

Scoring

Responses were evaluated across seven dimensions, described in the source material as semantic differential scales. Each dimension was assessed using general Likert-type response categories, allowing participants to select the answer that best represented their opinion on each item.

The available document does not provide the exact response range or a detailed procedure for calculating a total score.

Reliability and Validity

According to the source material, the reliability of the questionnaire was examined using several methods to ensure consistency in teachers’ responses. The instrument is described as a reliable and valid measure of teachers’ attitudes and perceptions regarding nutrition education in primary school.

Specific numerical reliability or validity coefficients are not reported in the provided document.

Data Analysis and Use

The statistical findings reported in the source indicate that teachers consider nutrition education important in schools.

The questionnaire may be used in educational research, school health-promotion programs, and studies of nutrition education, particularly when examining teachers’ attitudes and planning interventions intended to strengthen the role of nutrition education in primary schools.

References

Allport, G. (1935). Attitudes. In C. M. Murchison (Ed.), Handbook of Social Psychology. Worcester, MA: Clark University Press.

Auld, G. W., Romaniello, C., Heimendinger, J., Hambidge, C., & Hambidge, M. (1999). Outcomes from a school-based nutrition education programme alternating special resource teachers and classroom teachers. Journal of School Health, 69(10), 403–408.

Britten, P., & Lai, M. K. (1998). Structural analysis of the relationships among elementary teachers’ training, self-efficacy and time spent teaching nutrition. Journal of Nutrition Education, 30, 218–224.

Cox, K., Sneed, K., & Banz, W. (1998). Evaluating the nutrition component of the Michigan model. Journal of the American Dietetic Association, 99(9), A47.

Loumakou, M., Zafraidou, E., Kordoutis, P., & Barbapostolou, D. (2006). Teachers’ attitudes toward nutrition education in primary school. Mentor, 9, 43–59.

Oppenheim, A. N. (1973). Questionnaire Design and Attitude Measurement. London: Heinemann.

Passmore, S. (1996). Nutrition education in schools—educating the children. Journal of Human Nutrition and Dietetics, 9, 357–362.

Stang, J., Story, M., & Kalina, B. (1998). Nutrition education in Minnesota public schools: Perceptions and practices of teachers. Journal of Nutrition Education, 30(6), 396–404.