• 한국식품조리과학회지
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• 제11권1호
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• pp.58-68
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• 1995

The Purpose of this study is to survey nutrition education for day-care teachers and children. For this study, 453 day-care teachers were asked questionnaire and responses were analyzed. Textbooks of the teachers were also analyzed and nutrition survey at four different places of day care were carried out. The results of this study are as follows: 1. The majority of the day-care teachers were interested in the nutrition and nutrition education, but only 23.2% of the teachers had experience of nutrition education. 2. As to the nutrition knowledge(high, middle, and low), 58.1% of the teachers responded to the middle level. 3. About 81% of the text materials for the pre-teachers contain subject of the health and nutrition management for the children, however, the contents of nutrition management were limited to 7 pages(0.6% of the volume). For the text materials of the re-education, only 9.1% contains the subject, and the contents of nutrition management were limited to 3% of the volume. 4. The percentage of employing dietitians in the day-care is 12.4%, and menu is prepared mostly by the director of the day care. 5. In the nutrition survey, nutrient intake was mostly unsatisfied.

• 대한지역사회영양학회지
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• 제6권1호
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• pp.84-90
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• 2001

The purpose of this study was to investigate teacher's perceptions about the nutrition education of elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study. The results of this study were as follows. 90.8% of the teachers responded that nutrition education is necessaty in the elementary schools, and positive responses in the Milyang urban area were higher than that of the Changwon rural area(p＜0.001). The main reason for the necessity of nutrition education was for proper growth and good table manners and the Milyang urban city was significantly higher than three other classes in ‘for proper growth’(p＜0.05). The starting period for nutrition education was supported by 72.1% of the teachers as beging when the children are in kindergarten, proving that this early nutrition education is supported. Especially in the Changwon urban support was higher than in the three other classes(p＜0.01). The perceptions about a suitable person to teach nutrition indicated parents(39.6%), dietitions(35.5%), class teachers(24.9%), and the beliefs about nutrition specialists or dietitions was very low. 53.6% of the teachers responded that they would not teach nutrition education themselves and the main reason for this was that believed the teacher's work would be too hard(32.0%), lack of nutrition knowledge(29.4%), and that such courses should be taught courses by specialists(29.4%). However, 51.6% of the teachers disagreed with having a separate course for nutrition education. Proper eating habits(62.7%) and growth and nutrition(28.6%) were the main categories within nutrition education. The teacher recognized that elementary students' nutrition problem is to eat too much processed and instant foods(39.1%), deviated foods(36.9%), and lack of table manners(19.4%). The most effect method was to link the subject matter with the parents(38.7%), use of audio visuals and education materials(28.3%), and need of nutrition education teachers(10.1%) was low.

• 한국식품영양학회지
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• 제27권1호
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• pp.66-74
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• 2014

The purpose of this study is to compare the perceptions and needs for nutrition education between early childhood teachers and parents. This data will address the effective plans and suggest further nutrition education programs for early childhood education centers. This study was conducted with 200 early childhood teachers and 174 parents in Busan. We collected data through questionnaires from teachers and parents and then computed the frequency and ${\chi}^2$ test to analyze the data. The questionnaire was revised and complemented on the basis of related literatures and previous researches. According to our results in this study, there was a significant difference between the teachers' and parents' perceptions on the need of nutrition education and the reason for needing nutrition education. And there were differences among aims, contents, methods, and effective ways of nutrition education for children. In addition, there was a significant difference among the needs from teachers and parents on nutrition education. Finally, the results of this study suggest various implications for developing nutrition education programs in early childhood education centers. These results can be used to develop nutrition education program by considering the teachers' and parents' perceptions and needs. These may be useful data when planning for the nutrition curriculum in early childhood education centers.

• 한국식생활문화학회지
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• 제31권5호
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• pp.430-441
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• 2016

The purpose of this study was to determine the association between school administrator support as perceived by nutrition teachers (dietitians) and job satisfaction in order to provide data concerning efficient job performance of nutrition teachers, to determine effects of school administrator support on job satisfaction in nutrition teachers, and to provide basic data that could help improve school meals. Major supporters of nutrition teachers (dietitians) were chief administrators (55.3%), principals (27.2%), assistant principals (15.0%), and managers in charge (2.4%). Nutrition teachers (dietitians) scored 3.38 for perception of school administrator support, 3.66 for emotional support, 3.27 for informational support, 3.22 for instrumental support, and 3.11 for evaluation support. Support of nutrition teachers (dietitians) by school managers included emotional support (3.66)>informational support (3.27)>instrumental support (3.22)>evaluative support (3.11). Nutrition teachers (dietitians) scored 3.37 for job satisfaction, as follows: work performance (4.19)>interpersonal relationships (3.39)>job satisfaction in general (3.37)>job itself (3.29)>job environment (3.07)>performance rating and benefits system (2.70). Statistically significant correlation was observed between perception of school administrator support and job satisfaction (r= .771, p< .01). Therefore, school administrators are necessary to provide evaluative supports to nutrition teachers (dietitians), performance assessment, employee benefit packages, and improvement of school meal plans and quality.

• 대한영양사협회학술지
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• 제26권2호
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• pp.141-152
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• 2020

Homeroom teachers are not usually nutrition professionals, but they spend a lot of time with students in elementary school classrooms. This study was conducted to determine the association of homeroom teachers' nutrition education with the dietary habits of their classroom children. The subjects were 131 homeroom teachers and their 1,102 children from 17 elementary schools in Gyeonggi, Korea. Self-administered questionnaires to collect information on dietary habits were conducted in December 2016. The dietary habits were determined with the adherences to the Dietary Guidelines for Adults and Children, respectively, by coding the better diet life with a higher score. The significances between groups according to teachers' implementation of nutrition education (106 implemented, 25 not implemented) were analyzed by using SPSS at P<0.05. Implementing nutrition education was not associated with the dietary habits of teachers themselves, but their students. Therefore, the students of teachers who implemented nutrition education had significantly higher adherence to 8 items out of 19 items (P<0.05, P<0.01). More of the students considered themselves as non-picky eaters (P<0.05), tried to eat all the foods served at school lunch even when it contained unwanted ingredients (P<0.01), and agreed on the need of nutrition education (P<0.01), as compared to their counterparts. Conclusively, this study suggests that nutrition education delivered by homeroom teachers may be associated with more desirable dietary habits of students, even though homeroom teachers are not nutrition professionals. Therefore, efforts should be undertaken to develop and provide proper contents for homeroom teachers to use in nutrition education for elementary students.

• 대한지역사회영양학회지
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• 제16권6호
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• pp.636-646
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• 2011

This study was conducted to investigate the difference of perception about nutritional problems and food intakes and nutrition knowledge score and realities of nutrition education between parents and preschool teachers. This research can be summarized as follows: there was the statistical difference of perception (${\chi}^2$= 52.451, p = 0.000) about nutritional problem of preschoolers between parents and preschool teachers. Parents (56.4%) and teachers (58.5%) identified eating only what they want as the most common nutritional problem of children, but they had different perception about the other problems. To parents, "No nutritional problem" (16.3%) is the second and "Overindulgence of processed food" (11.1%) is the third problem of preschoolers. To teachers, "Overindulgence of processed food" (23.8%) is the second and "Obesity" (14.3%) is the third problem. The perception on food intakes of preschoolers was statistically different in meats (${\chi}^2$= 8.892, p = 0.030), fish (${\chi}^2$= 32.241, p = 0.000), beans (${\chi}^2$= 14.770, p = 0.005), vegetables (${\chi}^2$= 12.706, p = 0.013), fruits (${\chi}^2$= 14.438, p = 0.006) and milk & dairy products (${\chi}^2$= 28.591, p = 0.000) between parents and preschool teachers. However, nutritional knowledge was not different between parents and preschool teachers. While 96.6% of preschool teachers felt that it was necessary to educate preschoolers, only 41.5% of them said that they fulfilled nutrition education, showing that nutrition education was not adequately carried out on the spot. Therefore providing basic materials through which nutritional management guidance and proper nutrition education for preschoolers can be carried out by investigating and analyzing knowledge on their nutrition and meal guidance activities for preschooler teachers and parents.

• 대한지역사회영양학회지
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• 제19권1호
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• pp.60-70
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• 2014

The purpose of the study was to examine job satisfaction, work performance, work satisfaction, perceived needs and self-evaluation of knowledge and skills of nutrition teachers. Survey questionnaire was administered to 106 nutrition teachers in schools of Gyeonggi area. Subjects were categorized into high- or low-job satisfaction group, and study variables were examined by job satisfaction group. Overall job satisfaction was high, with a mean score of 14.9 out of 20. High-job satisfaction group had more favorable perception regarding human relations and workplace atmosphere compared to the counterparts (p < 0.001). Work performance, examined by 12 items, was not significantly different between the two groups. However, satisfaction regarding specific work of nutrition teachers was significantly different by job satisfaction (p < 0.001). High-job satisfaction group responded that they had more knowledge and skills in areas such as food purchase management, food sanitation and safety management, equipment and facility management, nutrition education, nutrition counseling (p < 0.01), and general management & marketing (p < 0.05). High-job satisfaction group also indicated that nutrition teachers need to have more knowledge and skills than the counterparts, regarding food purchase management (p < 0.001), nutrition education (p < 0.01), nutrition counseling, general management and marketing, and teaching practices (p < 0.05). In addition, study results showed significant positive correlations among study variables. This study suggested that job satisfaction of nutrition teachers might be increased by having favorable human relations and workplace atmosphere, increasing satisfaction with specific work of nutrition teachers, and by increasing the knowledge and skills required for the work of nutrition teachers.

• 대한영양사협회학술지
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• 제17권4호
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• pp.403-415
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• 2011

The present study was performed to evaluate the job training needs of school nutrition teachers in order to enhance their specialty. Three hundred and forty questionnaires were distributed to school nutrition teachers working at primary and high schools in the Gyeongbuk area while 45 were distributed to professors during 2010~2011. Three hundred and two questionnaires from school nutrition teachers and 33 from professors were returned and analyzed. The rate of teachers practicing nutrition education was 54%, and the educational content was obtained mainly from the internet. The top three problems the teachers encountered were 'lack of standardized educational materials', 'inexperience of teaching', and 'insufficiency of expert knowledge'. The teachers recognized 'training program' as the best solution. However, the job training program operated immediately after teachers were appointed scored only 3.03 out of 5.00. Important contents of the training program ranked highly by the teachers were 'development of education materials', 'nutrition counseling', and 'teaching method'. The professors included 'expert knowledge' in their top three contents. Both the teachers and professors agreed to increase the frequency of 'practice' in training methods. Other factors the teachers considered to be important were high quality, diversity, ability of the instructor, training cycle, and the institution in charge. From these results, it can be concluded that efficient job training programs are needed for school nutrition teachers according to the importance of the education contents and training methods. It is therefore suggested that a cooperation committee be composed of an educator, educatee, and related personal in a local education office in order to operate the program.

• 대한지역사회영양학회지
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• 제21권1호
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• pp.12-24
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• 2016

Objectives: The objectives of the study were to investigate the school nutrition teachers' perception on their job and to find out recommendations needed for its improvement in order to provide a quality foodservice and nutrition education at schools. Methods: A total of 219 school nutrition teachers in Seoul were surveyed using selfadministered questionnaires. Results: The perceived importance of the 16 job duties was rated 3.8 based on a 5-point scale (1: very unimportant - 5: very important). The importance of six duties including nutrition management, production management, nutrition education, and food safety management were rated over 4 point but that of record-keeping for documents, official reporting, and service management was rated the lowest. Importance-Performance Analysis showed that nutrition management, receiving/storage management, production management, menu management, food safety management, and equipment/facilities management should be emphasized to maintain the current performance of duties. The performance of the nutrition education and counseling needed to be improved since the importance scores were greater than average but the performance scores were lower than the average. Official reporting and miscellaneous jobs were rated the highest for simplification need. More than half of the respondents agreed that equipment/facilities management, miscellaneous jobs, service staff supervision, and service line supervision could be allocated to other school departments. Conclusions: School nutrition teachers should invest more time and resources on their core job duties such as nutrition management, production management, food safety management, and nutrition education for providing quality foodservice and nutrition education. To reflect the environmental changes of school foodservice, a reasonable staffing index of school nutrition teachers needs to be developed. In addition, hiring an assistant or implementing school nutrition teacher internship programs can be useful to reduce workloads of the nutrition teachers.

• 대한지역사회영양학회지
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• 제18권3호
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• pp.233-242
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• 2013

The aim of this study was to investigate how implementation of direct nutrition education differs between nutrition teachers and dietitians in Gyeonggi Area. In this study, we collected data from 107 nutrition teachers and 129 dietitians in 2012. Among those who have answered they implemented direct nutrition education for the last one year, 36% were nutrition teachers and 10% were dietitians (p < 0.05). Among subjects who implemented direct education, a significantly greater percentage of nutrition teachers used a class as an education time to conduct creative hands-on-activity compare to dietitians (p < 0.05). However, for most dietitians, school meal time was more commonly used for direct nutrition education. When asked to make a suggestion regarding improvement for school nutrition education, the highest rate of people chose simplification of school administrative work (4.68 points) was needed. Developing nutrition education (4.55 points) showed the next highest rate. The rest of the answers were the following order; regular training of teaching methods (4.50 points), increasing awareness of school teachers (4.50 points), improving school facilities and financial support (4.47 points), preparing teaching plan (4.46 points), providing incentive for direct education (4.26 points), organizing regular class for nutrition education (4.17 points), and placing nutrition teachers (4.16 points). This study provides useful information including manageable workload of nutrition teachers and dietitians, capacity building and supportive school environment to be delivered with respect to nutrition education system in South Korea.