Teachers' perceptions of health education practice in Northern Ireland: reported differences between policy and non-policy holding schools

Adamson, Gary; McAleavy, Gerry; Donegan, Tony; Shevlin, Mark

doi:10.1093/heapro/dal008

Cited by 11 publications

(6 citation statements)

References 14 publications

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“…The results from this study revealed that all schools had a weakness at the community links, and middle and high schools were challenged places regarding implementation of the HPS. These results are in line with previous studies (Adamson et al, 2006;Lee et al, 2007;Lee et al, 2009). Moreover, the SHI from U.S. CDC enables school to assess their health education, safety policies and related programs and to develop action plans at school (Butler et al, 2011).…”

Section: Discussionsupporting

confidence: 94%

Reliability and validity of a scale for health-promoting schools

Lee

Shin

Choi

et al. 2013

Health Promotion International

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SUMMARYDespite a growing body of research regarding the healthpromoting schools (HPS) concept from the World Health Organization (WHO), research on measuring of the HPS is limited. This study aims to develop a scale for assessing the status of the HPS based on the WHO guidelines and to evaluate the reliability and validity of the scale. After completing the translation and back-translation process, the content validity of the 50-item scale for HPS (SHPS) was assessed by an expert committee review and pretested with 17 teachers. A stratified, random sampling design was used. A total of 728 teachers from 94 schools completed a selfadministered questionnaire. The total sample was randomly divided into three groups for exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and cross-validation. The EFA suggested seven factors, including 37 items, and the CFA confirmed these factors. In a second-order factor analysis, the second-order seven-factor model had acceptable fit indices (root mean square error of approximation 0.07, comparative fit index 0.98) with stability over validation sample and whole sample. Thus, the first-order seven factors (school nutrition services [three-item, a ¼ In conclusion, the SHPS is a reliable and valid measurement tool for assessing the states of the HPS in the Korean school context. It will be useful for comprehensively assessing schools' needs and monitoring the progress of school health interventions.

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Section: Discussionsupporting

confidence: 94%

Reliability and validity of a scale for health-promoting schools

Lee

Shin

Choi

et al. 2013

Health Promotion International

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“…One reason why the initial vision of the HPS has not been reflected in the implementation is due to differing interpretations of the concept. Perceptions and actions are closely linked and teachers' active participation in HPS is dependent on many factors including their perspectives on the HPS approach (Adamson et al, 2006;Barnard et al, 2009). Recent international literature identifies that one of the main problems for HPS is that school health programs are implemented by educational professionals but are created by health professionals, who may have different priorities and have a different perspective on the meaning of health in schools (Rowling and Jeffreys, 2006).…”

Section: Challengesmentioning

confidence: 99%

An examination of Health Promoting Schools in Ireland

2016

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Purpose: This paper reports the results of a national survey that examined the extent of implementation of health promoting schools (HPS) in Ireland.Design/methodology/approach: A quantitative research design was adopted. A questionnaire was administered to all post primary schools in the country (n=704). Data were analysed with the support of the software packages, SPSS and MaxQDA.Findings: A response rate of 56% (n=394) was achieved. Over half of these schools (56%) selfidentified as health promoting. Schools reported success in the areas of environment and curriculum and learning, however, partnerships and policy and planning required more attention. Some models of good practice emerged from the data but these were in the minority. Many schools, when asked to describe health promotion in their school, placed emphasis on physical health (diet and exercise) and curriculum predominately rather than the broader whole school conceptualisation. Only 35% of HPS schools had a team supporting HPS developments. Only 36% identified the existence of a school policy to support HPS. This suggests that further coherence for sustained and comprehensive implementation of HPS is necessary. Research limitations:The research was conducted with school staff, in the first instance who self-reported their school's level of HPS engagement.Originality/value: This paper offers the first national baseline data available in relation to engagement in HPS in Ireland. It provides a valuable starting point from which further research with schools in this field can be conducted.Keywords: Health Promoting Schools, School, Environment, Curriculum, Policy, Partnership Article Classification: Research paper Introduction Defining health promoting schoolsSchools are recognised as important settings for health promotion (Mukoma and Flisher, 2004;St. Leger et al., 2010). Behaviours that have a profound effect on health status, such as physical activity and diet are established during the school years (Mohammadi et al., 2010). The foundation of health promoting schools has its origins in the Ottawa Charter for Health Promotion (WHO 1986), where schools were identified as an important health promoting setting. The principles outlined in the charter were adopted for schools by the World Health Organisation (WHO) and became known as the Health Promoting School (HPS) concept (Whitman and Aldinger, 2009). A HPS is defined as a school that is "constantly strengthening its capacity to be a healthy setting for living, learning and working by focusing on all the conditions that effect health" (WHO 1998, p.2).In HPS the didactic approach to teaching health is replaced by a more holistic model of health education, in the hope that an all-encompassing approach will help to promote health gain. Indeed, "school health programmes that co-ordinate the delivery of education and health services and promote a healthy environment could become one of the most efficient means available for almost every nation in the world to improve significantly the well-being of its peo...

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“…Teachers' active participation in HPS is dependent on many factors including their perspectives on the HPS approach (Adamson et al 2006 ; ). Even within the education sector, teachers have varying perspectives on how they see their role in health promotion which is very much dependent on their subject but also their own epistemologies of teaching ).…”

Section: Sphe Within a Health Promoting Schoolmentioning

confidence: 99%

Schools for Health and Sustainability

Simovska¹,

McNamara²

2015

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Teachers' perceptions of health education practice in Northern Ireland: reported differences between policy and non-policy holding schools

Cited by 11 publications

References 14 publications

Reliability and validity of a scale for health-promoting schools

Reliability and validity of a scale for health-promoting schools

An examination of Health Promoting Schools in Ireland

Schools for Health and Sustainability

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