The Association Between Classroom Food Habits, Perceived Personal Health and Nutrition Beliefs in Elementary Teachers and Pre-Service Teachers

Abstract

Understand how teachers’ perceived health and nutrition beliefs and impact the classroom food environment. Compare in-service and pre-service teachers’ (PCTs) attitudes toward personal health and nutrition on their classroom food habits Design: In this cross-sectional design participants completed validated questionnaires to assess nutrition knowledge, nutrition self-efficacy, attitudes toward the school food environment, classroom food practices, personal health beliefs and BMI. Teachers (n=24) were recruited from a southeast U.S. public elementary school and PCTs (n=85) were recruited from a local university. Participants were predominately Hispanic (70%) and female (90%); average age and BMI (teachers: 33-40 yrs, 29.9; PCTs: 18-24 yrs, 26.2) Statistical Analysis: One-way ANOVA, regressions and descriptive analyses conducted using SPSSv.26 Teachers had significantly higher nutrition knowledge (F=13.173,p=.0004) and lower attitudes toward the school food environment (F=8.100,p=.005) compared to PCTs. PCTs’ personal health beliefs were positively associated with nutrition self-efficacy (r=.416,p<.001), classroom food practices were positively associated with attitudes toward unhealthy foods in school (r=.331,p=.002); and BMI was inversely associated with attitudes toward the school food environment (r=-.292,p=.009) and personal health beliefs (r=-.270,p=.014). Teachers’ BMI was positively associated with attitudes toward unhealthy foods in school (r=.511,p=.021) and inversely associated with nutrition self-efficacy (r=-.572,p=.008) and personal health beliefs (r=-.611,p=.004). This study identified personal health views which impact teachers’ beliefs on nutrition and classroom food practices. Teachers were more knowledgeable about nutrition yet viewed the school food environment as less influential on children compared to PCTs. Both groups had low confidence in their personal health. Additional research is needed to improve teachers’ health beliefs and classroom food environments.