Addressing School District Readiness for Elementary Health Education Using the Transtheoretical Model

Autor/inn/en	Toth, Sarah E.; Evans, Retta R.; O'Neal, Marcia R.; Highfill, M. Christine
Titel	Addressing School District Readiness for Elementary Health Education Using the Transtheoretical Model
Quelle	In: Journal of Health Education Teaching, 9 (2018) 1, S.68-80 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2333-4851
Schlagwörter	School Districts; Health Education; Elementary Education; School Readiness; Public Schools; Self Efficacy; Models; Elementary School Teachers; Administrators; Teacher Administrator Relationship; Alabama + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Elementarunterricht; Readiness for school; School ability; Schulreife; Public school; Öffentliche Schule; Self-efficacy; Selbstwirksamkeit; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The elementary classroom offers a potentially favorable setting to impact student health. However, research indicates that Elementary Health Education (EHE) is frequently omitted or haphazardly delivered. Traditional efforts in educational change have had limited success and lack a theoretical foundation. Purpose: The purpose of this study was to investigate the organizational readiness of a public school district in Alabama for the delivery of 60 minutes of weekly Elementary Health Education (EHE) using constructs of the Transtheoretical Model (TTM). The current study was intended to identify the stage of readiness; determine decisional balance, self-efficacy, and the extent to which the school district was engaging in behaviors and practices that may facilitate EHE; and to inform the development of a customized intervention. Methods: A quantitative, non-experimental case study of a large Alabama school district was utilized for this research. A total of 161 school district faculty and administrators completed the Elementary Health Education District Assessment Tool (EHE-DAT). Scales and subscales included current delivery, readiness, decisional balance (pros, cons), self-efficacy, beliefs, and practices within the context of the TTM framework. Results: Results indicated that the school district is not fulfilling the state requirements for EHE. Most of the respondents were classified in the two earliest stages of readiness for EHE: Precontemplation and Contemplation. Self-efficacy, beliefs, and practices were related to EHE readiness. Conclusions: The current study enhanced understanding applicable to improving and sustaining health education policy and practice. It contributed to the limited research in addressing the integration of TTM theory, change processes of schools, and readiness for EHE. Further, this work addressed the dearth of literature investigating the organizational change process of school districts relative to integrating EHE. Recommendations: To facilitate increased readiness, the school district should gather and disseminate information about how EHE and its delivery are defined; who is responsible; and how it is related to student achievement, health outcomes, and accountability. School district supportive practices that may facilitate readiness level progression include providing EHE teachers manuals, textbooks, curriculum materials, and professional development. (As Provided).
Anmerkungen	Journal of Health Education Teaching. 9563 Wedge Way, Delmar, MD 21875. Tel: 443-880-0394; e-mail: JofHET@yahoo.com; Web site: http://jhetonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01