Journal of Nutrition Education and Behavior
Volume 42, Issue 4 , Pages 271-276.e4, July 2010

Mississippi Elementary School Teachers' Perspectives on Providing Nutrition Competencies under the Framework of Their School Wellness Policy

  • Laurel G. Lambert, PhD, RD, LD

      Affiliations

    • Department of Nutrition and Hospitality Management, School of Applied Sciences, The University of Mississippi, University, MS
    • Corresponding Author InformationAddress for correspondence: Laurel G. Lambert, PhD, RD, LD, School of Applied Sciences, The University of Mississippi, PO Box 1848, University, MS 38677; Phone: (662) 915-7807; Fax: (662) 915-7039
    • ,
  • Ann Monroe, EdD

      Affiliations

    • Department of Curriculum and Instruction, School of Education, The University of Mississippi, University, MS
    • ,
  • Lori Wolff, PhD, JD

      Affiliations

    • Department of Leadership and Counselor Education, School of Education, The University of Mississippi, University, MS

Abstract 

Objective

Identify elementary teachers' implementation of nutrition competencies as part of their school wellness policies (SWP) guided by Organizational Change Theory (OCT) constructs.

Methods

A 32-item, cross-sectional survey was distributed through a Web link e-mailed to teachers in Mississippi public elementary schools. Response rate was 34% (n = 947) from 30 schools. Principal component factor analysis for inter-item correlations and theoretical fit to OCT was used with internal consistency reliability coefficients determined using Cronbach's α for Likert-type scales.

Results

A majority of teachers (85.5%) favors their SWPs and has transitioned through the unfreezing stage. Lack of teacher input, time, resources, and recognition for providing nutrition education reflects that teachers do not have support for transitioning through the moving stage.

Conclusions and Implications

Use of evaluation tools to facilitate teachers' progress through the moving stage into the refreezing stage would be advantageous in supporting organizational change as school administrations implement SWPs.

Key Words: school wellness policy, Organizational Change Theory

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PII: S1499-4046(09)00348-0

doi:10.1016/j.jneb.2009.08.007

Journal of Nutrition Education and Behavior
Volume 42, Issue 4 , Pages 271-276.e4, July 2010

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