1. Kinesiology, Health and Sport Studies Wayne State University
Teacher’s Self-Efficacy Regarding Nutrition Education Increases After In-service Training
Mariane Fahlman, Nate McCaughtry, Jeffrey Martin, Bo Shen, Sara Flory, Amy Tischler
Kinesiology, Health and Sport Studies Wayne State University
ABSTRACT
METHODS
SUMMARY OF THE RESULTS
Introduction: Unhealthy dietary patterns that cause disease have been identified by the Centers for Disease Control (CDC) as one of the seven behaviors that contribute to the leading causes of morbidity and mortality. An effective Health Curriculum in school systems is one way to address these patterns among youth; however, one of the common barriers to effective instruction is lack of proper training for teachers, resulting in low teacher self-efficacy and subsequent curricular implementation. Purpose: The purpose of this research was to determine the effectiveness of nutrition in-service training guided by adult learning and constructivist theories on both teaching self-efficacy and intentions to teach nutrition education. Methods: The study was conducted in a large metropolitan setting and approved by the IRB. Two groups of teachers responsible for Health Education participated. The intervention group (n=30) participated in a day-long training designed to prepare them to teach the Michigan Model for Nutrition Education, grades 7-8. The control group (n = 29) was a similar group of teachers that received no training. A 42-item valid and reliable questionnaire was used to determine differences, consisting of questions assessing self-efficacy, (the person’s belief about his or her capability to perform a certain behavior), outcome expectancy (that the behavior will lead to a desired outcome) and outcome value (that the outcome is meaningful). Demographic questions addressed years of experience teaching health, lessons most often taught, and intent to teach topics in the future. Each set of questions was totaled giving a subscale score which was analyzed separately using a 2-groups (Intervention vs. Control) by 2-times (pre-post) ANOVA with repeated measures on the time factor. Results: There were 2 significant main effects for time and group and a significant group x time interaction in self-efficacy and outcome expectancy. There was also a significant time main effect for outcome value and intent to teach. Post hoc analysis revealed that the intervention group scored significantly higher than the control group in all four areas, post-intervention. Conclusion: Results of this study indicate that in-service training increased the number of lessons the intervention teachers intended to teach, as well as their self-efficacy. Because self-efficacy has been strongly linked to teacher effectiveness, efforts should be directed at providing continual training for teachers based on the CDC risk behaviors.
INSTRUMENT DEVELOPMENT:
The University’s Institutional Review Board approved all aspects of this study. The survey instrument was developed over the course of one year and involved multiple steps designed to insure acceptable reliability and validity.
Survey Instrument Development:
Instrument was adapted from that used in previous studies of self-efficacy and health teachers.
Review by a panel of experts
Pilot tested on a group of health teachers
Final Version Adapted
 Survey Instrument Content:  
42 items
14 demographics and other descriptive information including the number of years teaching health and the curriculum taught
1 item, measuring outcome value, asked respondents to “rank the importance of the skills that students will need as an adult to function adequately in society” from 1 (least important) to 6 (most important).
16 questions addressed self-efficacy expectancy
11 questions addressed outcome expectancy
Instrument Reliability and Validity:
Construct validity was established using a principal components factor analysis.
The subscales were totaled giving a composite score for each factor and tested for internal reliability using Cronbach’s alpha. Efficacy expectancy (.94) and outcome expectancy (.92) were found to be reliable. Since only one item assessed outcome value it was not tested for internal reliability.
In order to examine test-retest reliability, the test was administered to fifteen health educators on two occasions, two weeks apart. The stability reliability correlation coefficient was .88 for efficacy expectancy, .89 for outcome expectancy and .94 for outcome value.
Statistical Analysis: 
Each set of questions was totaled giving a subscale score which was analyzed separately using a 2-groups (Intervention vs. Control) by 2-times (pre-post) ANOVA with repeated measures on the time factor. Individual questions were also analyzed separately using a 2-groups (Intervention vs. Control) by 2-times (pre-post) ANOVA with repeated measures on the time factor.
The statistical package used to run all analysis was SPSS (Ver. 16.0), Chicago, IL. Statistical significance was set at p < 0.05.
Subjects: 
The subjects in this study were 59 health education teachers. Participation was voluntary and schools were selected based on the health teacher’s willingness to participate in the study, undergo in-service training in the curriculum and implement the curriculum during the study time frame. Control schools were selected from a convenience sample of volunteers. Recruitment took place at a state conference attended by health teachers.
There were 2 significant main effects for time and group and a significant group x time interaction in self-efficacy and outcome expectancy.
There was also a significant time main effect for outcome value and intent to teach.
Post hoc analysis revealed that the intervention group scored significantly higher than the control group in all four areas, post-intervention.
Table 4. Outcome Value
Question
Intervention
Control p
Pre
Post
Rank the importance of the skills that students will need as an adult to function adequately in society
Computer skills
.023
Conflict resolution skills
.018
Math skills
.040
Personal health skills
.026
Reading skills
.000
Writing skills
.001
1 = least important; 6 = most important Like numbers indicate significant difference at post.
Table 2. Self-Efficacy
Question
Intervention
Control p
Pre
Post
I believe I can do a good job teaching students about:
nutrition ,2
.023
the food pyramid ,2
.018
the health benefits of each food group ,2
.030
serving sizes ,2
.026
to read food labels ,2
.000
words on packages such as: “lite”, “lean”, etc. ,2
.001
evaluate nutritional information for accuracy ,2
.032
healthy weight ,2
.004
healthy body images ,2
the role that heredity, food selection, and activity level play in weight control ,2
.002
nutrient density
.297
eating healthy while at a fast food restaurant ,2
.016
I understand health education content well enough to be effective
.207
I understand health education theory well enough to be effective
.105
I know the steps necessary to teach health effectively
.137
I believe I can stimulate students to ask thoughtful question
.114
1 = strongly agree; 5 = strongly disagree Like numbers (1,2) indicate significant group and time effect.
Table 5. Intent to Teach
Question
Intervention
Control p
Pre
Post
I currently teach students about:
the food pyramid
.123
the food groups
.218
to interpret food labels ,2
.030
what product claims such as: “lite”, “low fat” etc mean ,2
.026
about the influences on body image ,2
.000
about the factors that contribute to weight control
.001
how to eat healthy while in a fast food restaurant ,2
.032
How to have a healthy body image ,2
.004
1 = strongly agree; 5 = strongly disagree Like numbers (1,2) indicate significant group and time effect.
INTRODUCTION
Unhealthy dietary patterns that cause disease have been identified by the Centers for Disease Control (CDC) as one of the seven behaviors that contribute to the leading causes of morbidity and mortality.
An effective Health Curriculum in school systems is one way to address these patterns among youth; however, one of the common barriers to effective instruction is lack of proper training for teachers, resulting in low teacher self-efficacy and subsequent inadequate curricular implementation.
Bandura’s theory of self-efficacy deals with an individual’s perception of being able to accomplish a specific task.
The three essential components of self-efficacy are expectancy (the person’s belief about their capability to perform a certain behavior), outcome expectancy (that the behavior will or will not lead to a desired outcome) and outcome value (that the outcome is meaningful).
The level of teacher preparation has been shown to significantly impact teachers’ self-efficacy to deliver high quality health education.
Previous research has shown that the more prepared teachers felt, the more health lessons they taught.
Teachers with more preparation in health education were more confident and competent in fulfilling their responsibilities
Therefore, teacher preparation represents a critical factor for implementing health education programs that result in behavior change in students
Table 1. Subject Characteristics (mean + SEM)
Intervention
Control
n=30
n=29
Number of Schools 22
Mean Age (SD)
Years in Teaching
Average Class Size 42 28 n %
Gender
Female 18 60 16 55
Male 12 40 13 45
Race
Black 19 63 2 7
Asian
White 11 37 26 90
Other 1 3
Table 3. Outcome Expectancy
Question
Intervention
Control p
Pre
Post
I believe I can do a good job teaching, the students I teach will be more likely to:
to maintain a normal weight ,2
.023
eat according to the food pyramid ,2
.018
eat 5 fruits and vegetables a day ,2
.030
read food labels ,2
.026
to eat a diet low in fat ,2
.000
eat a diet high in whole grains
.001
maintain a healthy weight ,2
.032
have a healthy body image ,2
.004
select nutrient dense foods ,2
eat healthy while at a fast food restaurant
.002
change their eating habits
1 = strongly agree; 5 = strongly disagree Like numbers (1,2) indicate significant group and time effect.
CONCLUSIONS
Results of this study indicate that in-service training increased the number of lessons the intervention teachers intended to teach, as well as their self-efficacy.
Because self-efficacy has been strongly linked to teacher effectiveness, efforts should be directed at providing continual training for teachers based on the CDC risk behaviors.
ACKNOWLEDGEMENTS
PURPOSE
This study was conducted as part of a larger project called the Detroit Healthy Youth Initiative funded by a Carol M. White Physical Education Program (PEP) grant. The contents of this report were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
The purpose of this research was to determine the effectiveness of nutrition in-service training guided by adult learning and constructivist theories on both teaching self-efficacy and intentions to teach nutrition education.