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ERIC Number: EJ1194127
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2333-4851
EISSN: N/A
Addressing School District Readiness for Elementary Health Education Using the Transtheoretical Model
Toth, Sarah E.; Evans, Retta R.; O'Neal, Marcia R.; Highfill, M. Christine
Journal of Health Education Teaching, v9 n1 p68-80 2018
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A