Abstract
Abstract The purpose of this study was to examine the status of health education programming in elementary schools in Texas. Six hundred and forty teachers in six school districts were surveyed, with 286 (44.6 percent) usable surveys being completed. Results indicated that 115 teachers (40.2 percent) have never taken a formal health education course in college, while 126 respondents (44.3 percent) had taken only one course. Only 75 teachers (26.3 percent) had ever attended a health education inservice workshop. Yet, 223 teachers (79.8 percent)felt “competent/qualified” to teach health education. Teachers felt that development of positive self-esteem was the most important topic to teach, but only 126 teachers (44.3 percent) actually developed a formal lesson on the topic. One focus of the comprehensive school health education model is sequential K-12 programming. Elementary teachers are expected to play a critical role in the impact of this model, yet few of the respondents in this study had actually had ...
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