Abstract
Purpose: The purpose of this study was to examine the relationships between self-efficacy and health promotion lifestyle in middle and high school teachers. Methods: This study used survey data from 26 middle and high schools The study included 181 teachers who completed questionnaires. The questionnaires were consisted of demographic and occupational characteristics, self-efficacy on health behaviors, and Health Promotion Lifestyle Profile (HPLP). Analyses were done using frequency, percentage, correlation, and multiple regression analysis with dummy variables. SAS 8.2 was used. Results: Mean self-efficacy score on health behaviors was 4.1${\pm}$0.5. Mean health promotion lifestyle scores were healthy diet (2.4${\pm}$0.5), physical activity (2.0${\pm}$0.8), stress management (2.3${\pm}$0.5), self-fulfillment (2.9${\pm}$0.5), responsibility of health (2.3${\pm}$0.6), and personal relationship (2.7${\pm}$0.6). Self-efficacy was significantly related to all health promotion lifestyle scores (healthy diet, physical activity, stress management, self-fulfillment, responsibility of health, and personal relationship). Among demographic and occupational characteristics, sex and school level was significantly related to healthy diet. Sex was significantly associated with physical activity. Marital status was significantly related to responsibility of health. Conclusions: The results showed that intervention programs for middle and high school teachers targeting health promotion lifestyle are needed. These intervention programs would be effective when sex, age, marital status, and school level are considered. In addition, given that higher self-efficacy was related to higher health promotion lifestyle scores, it strengthens the need for further investigations aimed at how to change self-efficacy in teachers.
