Teachers' Awareness and Perceptions of Health Education Nutrition Programmes in Greece: A Qualitative Study

Autor/inn/en	Koutsaki, Maria; Saltaouras, Georgios; Diamantopoulou, Eryfili; Dardavessis, Theodoros; Androutsos, Odysseas
Titel	Teachers' Awareness and Perceptions of Health Education Nutrition Programmes in Greece: A Qualitative Study
Quelle	In: Health Education Journal, 81 (2022) 6, S.718-730 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saltaouras, Georgios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969221117011
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Program Effectiveness; Health Education; Nutrition Instruction; Knowledge Level; Environmental Influences; Eating Habits; Experiential Learning; Barriers; Family Influence; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Nutrition education; Ernährungserziehung; Wissensbasis; Environmental influence; Umwelteinfluss; Ernährungsgewohnheit; Essgewohnheit; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Griechenland
Abstract	Objective: The aim of this study was to evaluate primary and secondary school teachers' attitudes and perceptions regarding the usefulness and effectiveness of Health Education Nutrition Programmes (HENPs) in Greece. Design: Qualitative study using semi-structured interviews. Method: In total, 18 teachers (7 men, 11 women), aged 36-55 years, working in primary (n = 8) and secondary education (n = 10) were recruited via purposive sampling from three counties in Greece and were interviewed via through an online platform. Thematic analysis was used to interpret the data. Results: Four main themes were identified--teachers' awareness of HENPs; the role of the external environment in shaping students' dietary habits; the value of experiential learning; and barriers and facilitators to the implementation of HENPs. Most teachers considered HENPs important and effective in improving children's eating habits through experiential learning; however, training and support were very limited. The family has a crucial role in shaping children's eating habits, which highlights the need for collaboration between school and family. The main barriers for the implementation of HENPs were lack of time and resources. Conclusions and implications: Teachers perceive HENPs as effective tools to improve children's dietary behaviour. However, they need support/training from experts to deliver them successfully at school. Expert guidance to train the teachers and family involvement are needed to increase the effectiveness of the HENPs used in Greek primary and secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01