• 한국식생활문화학회지
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• 제24권4호
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• pp.440-450
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• 2009

The purposes of study were to survey the status of nutrition education in school and investigate the perception of nutrition teacher candidates concerning the direction and ideal method for nutrition education. A questionnaire was distributed to 554 nutrition teacher candidates from August to October, 2006. A total of 468 usable data were collected (84.5% response rate). The statistical data analysis was completed by using SPSS for Windows (ver. 10.0) for descriptive analysis, ANOVA and $X^2$-test. About 52% of respondents had nutrition education teaching experience. Half of the respondents indicated that the necessity for nutrition education stemmed from their own need for such education. The main problem in students' dietary life was 'the increasing intake of processed foods, instant foods and fast foods (4.23 out of Likert 5 point scale)' and the major nutritional problem was 'high calorie intake with low essential nutrients (3.96 out of Likert 5 point scale)'. Over half the respondents (53.4%) recommended that nutrition education be oriented towards behavioral change rather than knowledge delivery. Social learning theory was preferred mostly as an theory apt to nutrition education (60.3%) and the most effective means of education was referred to organizing the regular class for nutrition education (50.5%). The 'playing such as songs or game' was reported as both effective and realizable method in nutrition education.

• 대한영양사협회학술지
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• 제14권3호
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• pp.243-258
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• 2008

This study was conducted to gather basic data on the tasks and roles of nutrition teachers by analyzing the changes inwork importance, performance frequency, and organizational environment after dietitians were transposed to nutrition teachers. E-mail surveys were sent to 100 newly assigned nutrition teachers who previously served as dietitians in Gyeonggi province. A total of 72 teachers responded to the survey. The respondents were asked the importance and frequency of 9 work-related duties performed as a dietitian and nutrition teacher, respectively. They were also surveyed regarding their satisfaction perceptions for 5 organizational changes. The majority of respondents were 36 to 40 years old (48.6%) and had 10$\sim$20 years of work experience (58.3%). Significant differences were found for work importance after changing to the role of nutrition teacher (p<0.001). In addition, work performance frequency differences were found for the categories of nutrition education, nutrition counseling, and dietary guidance. These results were attributable to the differences in work importance and performance frequency by now being a nutrition teacher rather than a dietitian. The respondents had increased satisfaction levels after changing from dietitian to nutrition teacher (p<0.001) in terms of 'pride for change in work', 'satisfaction level for pay', and 'satisfaction level for change in the organizational environment'. In order for nutrition teachers to have effective work performance, 'personal capabilities' and 'school manager support' should be coordinated. Overall, the results of this study suggest that effective training programs should be developed for nutrition teachers they can effectively complete newly assigned work tasks.

• 한국식품영양학회지
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• 제26권3호
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• pp.578-590
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• 2013

The subject study was targeted towards nutrition teacher (dietitian) of elementary, middle, and high schools in Seoul areal. In addition, this study was to investigate the current status of school foodservice securement facilities & equipments and to analyze the obstructive factors for executing the HACCP system. The aim of this study was to provide base-line data so that a more efficient & effective sanitary management system for school foodservise can be settled in. All surveys were distributed and collected via email. A total of 305 survey papers were collected and out of these, 300 school results were analyzed and the results are as follows. The order of the securement facilities & equipment furnished were pre-handing equipments>washing>cooking>inspection>facilities>storage>space area>distribution equipments. The awareness of obstructive factors in executing the HACCP system was a total of 3.17 points and the order was as follows. The general obstructive factors>obstructive factors in the cooking staff executing the HACCP system>collaboration between the school/team leaders and the budget supporting department>obstructive factors in the nutrition teacher (dietitian) executing the HACCP system. School foodservice securement facilities & equipments in Seoul area must be renovated and modernized so as to improve its current situation. Furthermore, leadership programs are necessary to enhance nutritionists' understanding of the HACCP system and the cooking staff's competencies in instructing and supervising.

• 대한지역사회영양학회지
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• 제28권1호
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• pp.24-37
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• 2023

Objectives: This study aimed to investigate the current status of nutrition education via a free learning semester program (NE). The understanding of the program, the potential difficulties, and future initiatives for NE improvement were also investigated. Methods: A total number of 161 nutrition teachers from Gwangju and Jeonnam filled in a questionnaire and participated in this survey, which was performed from July to August 2019. Results: Our results showed that 8.1% of the nutrition teachers had taught nutrition education in free learning semester programs. The most frequently implemented model was subject selection, followed by club activities. Most of the nutrition teachers comprehended the purpose of NE. The attitude of nutrition teachers to NE differed by the understanding of its purpose. Positive attitude was evident due to a better understanding of the purpose by nutrition teachers. Nutrition teachers reported the most common difficulties of NE were the lack of preparation due to the heavy workload and the lack of a standard running program. The most effective method of NE was the activity classes. The experience of practicing NE influenced the choice of contents for each operating model. Nutrition teachers that were experienced in NE conducted via free learning semester programs preferred the selected topics model, but those without experience chose the career search model. Conclusions: Although some obstacles exist, nutrition teachers had a positive attitude and perceived well the importance of NE. Therefore, the awareness for the significance of NE of nutrition teachers needs to be improved. For better NE practice, it is necessary to reduce/ manage the workload of general food service. Furthermore, the development of standard running and promotion programs, and teacher training programs should be ensured.

• 동아시아식생활학회지
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• 제26권2호
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• pp.181-191
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• 2016

This study aimed to investigate current nutrition education and effective plans for nutrition teachers in schools. Data were collected by a face-to-face questionnaire. Surveyed schools were elementary, middle, and high schools at percentages of 32.4%, 35.1%, and 32.4%, respectively. Percentage of nutrition education was above 90%, whereas off-line education was very uncommon in middle (8.3%) and high schools (27.3%) compared with elementary schools (63.6%), (p<0.05). Satisfaction of nutrition education was also very low in middle (7.7%) and high schools (8.3%) when compared with elementary schools (41.7%), (p<0.05). The main reason for this was due to 'work overload of mealing service (44.4%)' and 'insufficient time of students (25.9%)'. Effective education plans were as follows: beginning of education and education scale were 'elementary school (67.6%)' and 'below 20 people (81.1%)', and the most preferred counterplan was 'development of diverse education programs (4.81 score)' > 'systematic education process (4.76 score)' > 'professional nutrition education (4.51 score)'. Most important duty was 'nutrition education and consultation (51.4%)', although it achieved the lowest satisfaction at a score of 2.46. Overall analysis, demand and awareness of nutrition teachers for nutrition education were very high. Therefore, an institutional strategy and environmental improvements are required by setting up curriculum subjects and developing diverse education programs for systematic nutrition education.

• Journal of Nutrition and Health
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• 제37권10호
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• pp.928-937
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• 2004

The purpose of this study was to investigate the elementary school teacher's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 147 elementary school teachers. The results are as follows. Only 9.5% of the teachers had training in NE and 71.4% of the teachers with training increased concern about NE after training. As for experience of NE, 61.6% of the teachers experienced NE and more than half of them gave NE less than twice per month. There was a significant difference in reason for not giving NE between subgroups by teaching career; 57.7% of the teachers with career more than 10 years did not give NE due to too much other work. As for existence of nutrition educator in school, 48.9% of the teachers recognized its existence and 91.3% of them answered that dietitians have done NE. For correction of unbalanced diet, good table manner, and nutrition and growth, 97.9% of the teachers answered that NE is necessary in elementary school. As for proper time to start NE, 57.5% of the teachers answered kindergarten and 39,7% answered lower grade of elementary school. As for effective type for NE, 47.3% of the teachers answered NE as a part of other subject and 28.1 % answered NE as a separate subject. Also 69.8% of the teachers answered dietitian as suitable person for NE. As for newly establishing a NE subject, 37.9% of the teachers disagreed and as for most effective method for NE, 73.3% answered NE linked with school lunch program. Most of teachers recognized elementary school students' eating habit problem severe and change of their eating habit such as various food choice, no plate waste and good table manner after school lunch program. Therefore, it should be nationally supported that a standardized NE program is developed and coordinated among teachers, school lunch dietitian as NE specialist, family and community for elementary students' health and well-being.

• 대한지역사회영양학회지
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• 제14권2호
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• pp.190-205
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• 2009

The purposes of the study were to identify knowledge and skill levels required for effective nutrition teachers and to compare perceived need and dietitians' self-evaluation of the knowledge and skills. A total of 60 knowledge statements and 70 skill statements associated with 11 job functional areas were specified through a literature review and expert panel reviews. A total of 457 dietitians working at school foodservices in Seoul and Gyeonggi province were surveyed using a self-administrated questionnaire and 148 responses were returned. Excluding responses with significant missing data, 142 responses were used for data analysis. In terms of knowledge, 'sanitation, food safety and employee safety(4.60)' category received the highest perceived need score, followed by 'nutrition education(4.56)' and 'nutrition counseling(4.45).' The knowledge category that received the highest self-evaluation was 'nutrition and menu management(3.66)' while the category that received the lowest self-evaluation was 'teaching practices(2.83).' In terms of skills, the highest perceived need was associated with 'nutrition education(4.49)', followed by 'sanitation, food safety and employee safety(4.46)' and 'nutrition counseling(4.39).' The dietitians rated their skills related to 'sanitation, food safety and employee safety(3.67)' the highest but their skills related to 'teaching practices(2.84)' the lowest. The dietitians' self-evaluated knowledge and skill scores were significantly lower than their perceived need of the knowledge and skills in all job functional areas(p<0.001). A quadratic analysis based on the requirement and self-evaluation of the knowledge and skills revealed that priorities of the education programs targeting school nutrition teachers or students preparing to be a nutrition teacher should be placed on improving knowledge and skills related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, and nutrition and menu management. Educational programs for nutrition teachers should be designed to decrease the gaps between the need and self-evaluation of the knowledge and skills for effective nutrition teachers. The findings of the study can be used to develop education materials for nutrition teachers. The knowledge and skills identified in the study should be updated and revised regularly to reflect changes in regulations and current practices in school foodservice programs.

• 동아시아식생활학회지
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• 제20권2호
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• pp.231-238
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• 2010

This study was evaluate the effects of community based nutrition education program offered to 3rd grade elementary school students. Students enrolled in intervention programs 4 times per class by nutrition teacher & public health center. The subjects were asked to 606 students fill out a questionnaire before and then after completion of community based nutrition education program. After completion of the community based nutrition education program, nutrition knowledge score increased from $5.07{\pm}1.65$ to $6.24{\pm}1.53$ (p<0.001), dietary attitude score increased from $16.79{\pm}2.70$ to $19.52{\pm}2.71$ (p<0.001), dietary behavior score increased from $4.79{\pm}1.23$ to $5.31{\pm}1.14$ (p<0.001). The changes in nutrition knowledge scores were positively correlated with dietary attitude and dietary behavior. Above results showed that community based nutrition education program was effective for the improvement of dietary habits of 3rd grade elementary school students. Therefore this study is suggested effective Community-Based Participatory Research public health program and this program can be used at school and at public health centers.

• 한국식품영양과학회지
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• 제38권5호
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• pp.626-635
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• 2009

그동안 학교에서 영양교육이 활성화되지 못했던 이유로 가장 많이 언급되었던 '영양사가 교사신분이 아니어서'가 해결된 상황에서 영양교사 자신과 영양교사를 양성하는 교육자 및 영양교사 연수프로그램 개발자들이 관심을 가져야 하는 이슈는 교육시간의 확보, 영양교사의 역할 수행을 위한 자질 강화라고 할 수 있다. 영양교사의 자질은 학교급식과 영양교육 상담의 질을 결정하는 중요한 요소로, 타당성 있고 신뢰도 높은 역량의 규명은 영양교사의 전문적 발전을 위해 반드시 필요한 과정이다. 본 연구에서는 영양교사 양성과정을 수료하거나 과정 중에 있는 영양사와 학교 영양사들을 대상으로 효과적인 영양교사로서 직무 수행에 필요한 역량의 요구도와 영양사가 인식하는 스스로의 역량 수준을 비교 하여 향후 영양교사의 자질향상과 교육 프로그램의 기초자료를 제공하고자 하였다. 학교급식 영양사들은 재무관리를 제외한 모든 영역에서 영양교사가 갖추어야 할 역량에 대한 요구도를 높이 평가하였고 특히 위생 및 안전관리, 영양상담, 영양교육, 교수실무 관련 역량의 요구도를 높이 인식하였다. 그러나 자신의 역량 수준을 평가한 결과에서는 모든 역량이 보통 또는 그 이하의 평가를 받았고 특히 영양교사에게서 요구도가 높았던 영양교육, 영양상담, 교수실무에 대한 스스로의 평가가 낮게 나타났다. 업무영역별로 효과적인 영양교사에게 요구되는 역량의 수준과 영양사 스스로가 평가한 자신의 역량 수준을 비교한 결과에서도 모든 영역에서 역량 요구도가 영양사 자신의 평가보다 유의적으로 높게 나타나 영양교사의 역할을 확대하고 학교에서의 영양교육을 활성화하기 위해 영양교사의 역량 강화를 위한 교육이 필요함을 알 수 있었다. 영양사들이 인식하는 영양교사의 역량 요구도는 영양사의 경력이나 영양교사 관련 교육 종류에 따라 차이가 없었다. 그러나 기존 학교급식 영양사로서 수행해 온 업무와 관련해서는 근무 경력이 증가할수록 역량에 대한 자신의 평가는 높아졌으나 영양교사 도입 후 추가된 업무 영역인 교수실무 관련 역량에 대한 자기 평가는 경력과 반드시 일치하지는 않았다. 향후 영양교사의 양성 및 연수 프로그램 개발에 있어서 강조되어야 할 역량의 우선순위를 결정하기 위해 격자분석을 실시한 결과 영양 및 메뉴 관리 영역, 위생 및 안전관리 영역, 인적자원관리 영역의 역량 등 총 14개 역량이 자신의 평가가 높고 영양교사에게도 계속해서 중요한 역량으로 규명되었고, 영양교육, 영양상담, 교수실무에 속하는 모든 역량은 영양교사에게 요구도는 높으나, 응답자들의 스스로의 평가가 낮은 영역에 포함되어 향후 영양교사 관련 교육에서 가장 우선시 되어야 할 것으로 나타났다. 조사 당시 학교 영양사의 다양한 특성을 반영하고자 두 가지 샘플링 방법을 적용하고, 회수율을 높이기 위해 직접 배포후 회수하거나 응답을 독려하는 우편엽서를 발송했음에도 불구하고 회수율이 32%이었고 서울과 경기지역 학교 영양사만을 대상으로 조사를 실시하여 연구 결과를 전국의 학교 영양사에 일반화하는 데는 한계가 있을 것이다. 그러나 효과적인 영양교사가 갖추어야 할 역량의 종류와 영양사가 인식하는 요구도, 그 역량에 대한 영양사의 자기 평가에 대해서는 처음 보고된 연구라 할 수 있다. 본 연구 결과는 향후 영양교사를 양성하는 대학교와 교육대학원 교육자들이 교육과정 개발에 활용할 수 있을 것이고, 교육청 단위로 이루어지는 영양교사의 연수프로그램 개발에도 활용될 수 있을 것이다. 조사가 영양교사 배치 직전에 실시되어 조사과정중에 고려되지 못했지만 향후에는 영양교사의 경력에 따라 역량의 차이를 파악하여 역량 수준에 따른 차별화된 영양교사 연수프로그램이 개발되어야 할 것이다. 학교급식이 끊임없이 변화하는 환경과 상호작용하는 열린 시스템임을 고려 할 때 효과적인 영양교사로 역할을 수행하기 위해 요구되는 역량의 내용과 중요도 역시 고정된 것이 아니므로 환경 변화에 따라 주기적으로 검토, 보완되어야만 가치가 있을 것이다.

• 동아시아식생활학회지
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• 제20권6호
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• pp.1018-1028
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• 2010

The purpose of this study was to assess the practical nutrition counseling system by investigating job perception and satisfaction among school nutrition teachers in Kyungbuk area. One hundred and fifty school nutrition teachers were surveyed and 128 answered(85.3%). Data were analyzed by frequency(%), $x^2$-test, and pearson's correlation analyses. Nutrition teachers in elementary schools conducted nutrition counseling more than those in middle schools. In descending order, the reasons for not conducting nutrition education were lack of time, inadequate system for the nutrition counseling, lack of curriculum and lack of facilities. Respondents thought that reduced workload was important to conduct nutrition counseling. However, nutrition counseling should be actively utilized as teachers showed high satisfaction. Therefore, systematic support from related departments combined with effective nutrition counselling methods for nutrition teachers should be continuously provided.