Health-promoting schools in Taiwan: School principals’ and teachers’ perspectives on implementation and sustainability

Liu, Chieh Hsing; Liao, Li Ling; Niu, Yu Zhen; Cheng, Chuan; Shih, Shu‐Fang

doi:10.1177/0017896918793661

Cited by 17 publications

(22 citation statements)

References 38 publications

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“…With regard to the school-leader-oriented influencing factors, our results confirm the findings of previous studies [19][20][21][22]. HPS attitudes and competencies served as significant predictors for HPS implementation for both male and female school leaders.…”

Section: Discussionsupporting

confidence: 89%

“…Evidence from the Norwegian Network on Health Promoting Schools suggests that a positive attitude of the school leader towards school health promotion was perceived as key for running the program at schools and for sustaining it over time [20,21]. Moreover, current research results from Taiwan with n = 1.140 school principals and n = 1.110 HPS coordinators (i.e., teachers) indicate that school leaders' understanding of the HPS and their willingness to sustain HPS at their school were significantly associated with higher levels of HPS implementation and teachers' willingness to implement HPS on a continuing basis [22]. With regard to prior evidence, it is surprising that there is neither standardized training nor any defined regulations for specific competencies on HPS implementation of school leaders in Germany.…”

Section: Introductionmentioning

confidence: 67%

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The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

Dadaczynski

Rathmann

Hering

et al. 2020

IJERPH

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Background: The promotion of health literacy is seen as an urgent goal in public health and education and, hence, should be integrated in the school context as a component of the holistic health promoting school (HPS) approach. However, only limited empirical studies have addressed health literacy of school staff so far. Hence, this study aimed to examine the level of health literacy among school leaders and its association with the extent of HPS implementation. Methods: A cross-sectional study with n = 680 school principals and members of the school management board from Germany was carried out at the end of 2018. Individual health literacy, attitudes, and competencies towards HPS and occupational self-efficacy served as independent variables and the level of HPS implementation was the dependent variable. Data were analyzed using univariate and bivariate analysis as well as multiple binary logistic regression. Results: 29.3% of school leaders show a limited health literacy with significantly higher values found for male respondents. Regression analyses revealed that male gender (OR: 1.91, 95% CI: 1.22–2.99), HPS attitudes (OR: 3.17, 95% CI: 2.13–4.72), and HPS competencies (OR: 3.66, 95% CI: 2.43–5.50) were associated with a lower level of HPS implementation. Furthermore, regression analyses differentiated by gender showed that limited health literacy is associated with a low level of HPS implementation for male school leaders only (OR: 2.81, 95% CI: 1.22–6.45). Conclusions: The promotion of health literacy especially for male leaders would not only result in positive effects on an individual level but also could contribute to a stronger implementation of activities on school health promotion. We suggest integrating health literacy, HPS attitudes, and competencies more strongly into the qualification and in further training of school leaders.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 67%

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

Dadaczynski

Rathmann

Hering

et al. 2020

IJERPH

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“…Although only a single school case study, the results are consistent with previous research highlighting the importance of aligning HPS interventions with the core business of schools and having adequate internal and external resources available to progress implementation (Hoyle et al, 2008;Inchley et al, 2007). Support from school leadership, in particular the school principal, is important in creating a health-promoting environment because of the power and influence they possess (Liu et al, 2019;McIsaac et al, 2015;Viig et al, 2012). Other research has pointed to the importance of committed teachers, policy alignment and support from senior management in achieving success with an HPS approach (Larsen and Samdal, 2008).…”

Section: Discussionsupporting

confidence: 84%

“…Previous research has identified factors known to assist in the implementation of the HPS approach. These include, but are not limited to, following the framework to implement an HPS approach; drawing upon committed staff, school leadership and management, health agencies and local HPS experts; establishing professional HPS networks; providing training and education in school health promotion; aligning HPS interventions with existing school policies and core business; and ensuring adequate internal and external resources (Hoyle et al, 2008;Hung et al, 2014;Inchley et al, 2007;Liu et al, 2019;McIsaac et al, 2015;Stolp et al, 2015). State and national policy support for the HPS framework can also affect successful implementation (Deschesnes et al, 2010;Inchley et al, 2007;Lee at al., 2001;Parsons et al, 1996;Turunen et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Championing Health Promoting Schools: A secondary school case study from Victoria, Australia

Meiklejohn

Peeters

Palermo

2020

Health Education Journal

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Objective: School-based prevention interventions informed by the World Health Organization Health Promoting School (HPS) framework aim to improve the health and wellbeing of school-aged children, yet few studies describe factors influencing the successful implementation of this framework in secondary schools. This study sought to explore why and how secondary schools might implement the HPS framework and factors contributing to success. Design: Qualitative case study. Setting: A single secondary school in Victoria, Australia, purposefully selected due to local recognition of an HPS policy. Method: Data collection included semi-structured interviews, document retrieval, drawings and ethnographic observation. Data were analysed using framework analysis. Results: The school had elected to implement the policy as it aligned with its existing health and wellbeing policy framework and provided a flexible yet evidence-based framework to guide a whole-of-school approach to promoting health and wellbeing. Success was perceived to be dependent on selecting easier health priority areas to address initially, the allocation of a designated team to guide policy implementation and access to a skilled health promotion worker to assist implementation. Conclusion: Study findings highlight potential reasons why and how secondary schools might implement the HPS framework and factors contributing to success. Further research is warranted to enhance the transferability of these findings and explore the impact of the HPS framework in secondary schools.

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“…Previous research on healthy school has some focus. Several studies have examining the context of health promoting schools [12], investigating the strategies used by health promoters to implement such initiatives, examining the co-occurrence of health behaviors to determine associations with meeting physical activity recommendations, describing the resources with a health promoting school (HPS) program [13], assessing school principals' understanding, attitudes and willingness to influence the implementation of the health-promoting schools (HPS) program and teachers' willingness to sustain it [14]. Exploring the strengths, challenges and improvement strategy for health-promoting schools [9].…”

Section: Introductionmentioning

confidence: 99%

Managing Health-Promoting School for Sustainability Development

Jamaluddin¹,

Aziz²,

Rahayu³

et al. 2021

Proceedings of the 2nd Southeast Asian Academic Forum on Sustainable Development (SEA-AFSID 2018)

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The purpose of this study was to reveal the project of healthy school management in public junior high schools in Jambi. This is a qualitative naturalistic approach where observation, in-depth interviews, document studies, and focus group discussion as main data collection techniques. Informants are selected by using purposive sampling technique, while data collection techniques used flow model analysis. In order to increase the reliability of data, researchers used triangulation techniques, member checks, extended participation in the field as a technique. The results of the study found that the management of the healthy school program was preceded by formulating the vision, forming teamwork, implementing by concerning the health school standards based on triad School Health Unit (UKS) including health education, health services, and healthy school life environment development and finally monitoring by empowering students' healthy school ambassadors. Commitment and cooperation are two key factors that ensure the programs are successfully implemented. While the low level of knowledge and awareness of school community are two critical factors that will be a challenge for effectiveness of the program.

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Health-promoting schools in Taiwan: School principals’ and teachers’ perspectives on implementation and sustainability

Cited by 17 publications

References 38 publications

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

Championing Health Promoting Schools: A secondary school case study from Victoria, Australia

Managing Health-Promoting School for Sustainability Development

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