Teachers’ Self-Efficacy and Knowledge of Healthy Nutrition and Physical Activity Practices for Preschoolers: Instrument Development and Validation

Nutrition Education Resources in North Carolina–Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use

“…Consistent with previous studies, 7,8,34 time and funding were cited barriers not to only offering NE in the HS classroom but also to obtaining and using NE resources. Administrators and teachers reported that a lack of available funding limited the quantity and types of material NE resources purchased and perceived a need for more funding for NE.…”

Like Peas and Carrots: Combining Wellness Policy Implementation With Classroom Education for Obesity Prevention in the Childcare Setting

“…To assess teachers' knowledge and self-efficacy about obesity prevention policies and practices, we asked teachers to complete a paper version of the Confidence About Activity and Nutrition questionnaire, a previously validated measure 22 that includes an 11-item multiple-choice survey of knowledge and a 48-item questionnaire with responses based on a 7-point Likert-type scale measuring teacher confidence (where 1 ¼ not confident and 7 ¼ highly confident) in 4 subscales: (1) implementing nutrition and physical activity policies, (2) teaching nutrition and physical activity to children, (3) modeling and supporting children's healthy eating and activity, and (4) educating and involving parents in nutrition and physical activity. We conducted teacher focus groups and in-depth director interviews at the conclusion of the project, using questions about classroom successes and challenges to collect qualitative information about implementation of the intervention and to inform program improvement.…”

Early Childhood Education Majors' Self-Efficacy for Teaching Fundamental Motor Skills

“…Martyniuk and Tucker (2014 ) reported that if early childhood education majors had one or two courses related to physical education or physical activity, they had high self-effi cacy for facilitating physical education or physical activity. Self-effi cacy in healthy nutrition and physical activity practices was correlated with preschool teachers' knowledge of these topics ( Derscheid, Kim, Zittel, Umoren, & Henry, 2014 ). Perceived self-effi cacy in teaching is infl uenced by the knowledge and experience of teachers ( Tsangaridou, 2012 ), so professional development programs, workshops, and special courses should be provided for teachers who have low perceived self-effi cacy or limited knowledge about teaching FMS or physical education.…”