• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.61-82
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• 2000

The purpose of this study was to find out the general problems of school food service and to explore a way to improve it, by examining elementary school teacher's consciousness and attitude toward it that gave a big impact on children's development of food habit. For attaining the purpose, the following research questions were posed : 1) What's elementary school teacher attitude toward school food service management? 2) What's elementary school teacher attitude toward school food service effect on children? 3) What's elementary school teacher opinion about how to develop school food service? The subjects of study were 328 male or female teachers who served at elementary school in urban and rural area, including eup, myon, or farming and fishing villages, Kyonggi province. A questionnaire survey was conducted over them. The conclusions were as follows: 1) Teacher Attitude Toward School Food Service Management Concerning food service place, the subjects were more satisfied at food service room(73.3%) than at classroom(23.0%). They responded that food service room was more effective, than classroom, for food transportation, distribution and post-arrangement. Their satisfaction at food service place was significantly different. The older teachers considered personnel management and cooking room's sanitary management to be more efficient, and their age made a significant difference to their consciousness of these things. Many teachers(63.1%) thought the measures to prevent and manage group food poisoning were relatively efficient. The male teachers expressed more affirmative view on the efficiency of school food expense management and menu preparation than female teachers, and there was a significant disparity between male and female teachers. 2) Elementary School Food Service Effect School food service was thought to be very effective for physical growth(74.1%) and physical strength improvement(70.1%). Teachers at smaller school revealed more affirmative response toward school food service effect on correcting an unbalanced diet, and older teachers considered its effect on nutrition knowledge acquisition and learning outcome to be more great. Teachers at larger school put less value on its effect on table manners, and school size produced a significant difference. The number of teachers who thought school food service generally raised parent concern and support for school(36.6%) was a little more than that of teachers who didn't think so(15.2%). And the number of teachers who didn't consider its effect on improving parent food life to be good(29.3%) was slightly more than that of teachers who did. 3) School Food Service Reform Measure What's most urgently needed for better school food service management appeared to be an expansion of facilities concerned, followed by more effective food distribution and transport, cooking room's better sanitary management, more successful food poisoning prevention and management, more effective food expense management, and an increase of food service personnel in the order named. The most effective means of school food service education was found to be a creation of link system to family, followed by a development of school food service education program, a development of teaching materials, an insertion of school food service in curriculum, and teacher education in the order named.

• Journal of the Korean Dietetic Association
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• v.21 no.4
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• pp.291-307
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• 2015

This study was aimed to investigate management conditions and dietitians' perception for improvement of school milk programs. Using an online sampling method, collected data from 1,723 dietitians nationwide were analyzed. The results show that 44.4% of respondents carried out the cyclic school milk program, providing various types of dairy products either weekly or monthly. Further, 80.3% of respondents answered that preference survey results were a determining factor in their choice of school milk provider, and 55.9% said that a school steering committee made the decision on relevant facts of the school milk program. For diversification of school milk type, 60.5% of respondents wanted to maintain the current system, and 39.5% answered that milk type needed to be diversified. The respondents preferred fermented milk products, functional milk, and processed milk, in order, if school milk type is diversified. To improve perception and knowledge about milk, 66.0% of respondents thought that nutrition education by a nutrition teacher would be the most effective, and parent's letters or a nutrition newsletter would be helpful. More than half of respondents (55.0%) disagreed with a merged program for school foodservice and milk.

• Korean journal of food and cookery science
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• v.28 no.3
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• pp.229-240
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• 2012

This study is about the current nutrition education by nutrition teachers and dietitians, and their perception of nutrition education. This study was conducted to discover problems in nutrition education and to set a right direction for such education. A total of 216 nutrition teachers and dietitians, in Gyeongnam, were examined. The results were as follows. Exactly 95.4% of the subjects provided nutrition education to their students. They provided indirect nutrition education(69.9%), direct/indirect nutrition education(26.7%) and direct nutrition education(3.4%). 'Nutrition Counselling Room' was the most common means of direct nutrition education, while 'handout' was mostly used as indirect education. 'Desirable food & dietary habits' were the most included curriculum for indirect/direct nutrition education. The reasons for not providing direct nutrition education were 'because of heavy workload'(34.2%) and 'a lack of class hour for direct education'(29.6%). Exactly 52.8% of the subjects said they would actively promote direct nutrition education if they were given a chance. Exactly 83.3% of the subjects responded nutrition education should begin 'during the kindergarten year'. Exactly 64.4% of them said 'establishment of independent nutrition subject' was the most effective nutrition education. Exactly 58.8% of them responded educational curriculum should include 'desirable food & dietary habits'. Exactly 41.2% of them said 'establishment of a systematic educational program' was necessary to launch direct nutrition education. About the effect of nutrition education on changes in students' food & dietary habits, 2.27 scores out of 5 were earned in average. In other words, many nutrition teachers and dietitians believed that the current nutrition education had little effect on students' food & dietary habits.

• The Korean Journal of Community Living Science
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• v.22 no.2
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• pp.299-310
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• 2011

To establish good dietary behavior for middle school students, this study was conducted to analyze the needs of nutrition education and eating attitudes of 373 middle school students(boys 171, girls 202) in Hwaseong city. Using questionnaires, results were gathered and analyzed. Dietary behavior, food group intake and the needs of nutrition education were scored by a five-point Likert scale. Chi-square and student t-test were done for significant gender difference. The correlation between the needs of nutrition education with dietary behavior and food group intake was obtained by Pearson's r. The dietary attitude of 'try to eat first' and 'eating fast' were higher score in boys than in girls(p<0.05). Most of the students thought they didn't have any nutritional problems(71.8%). Nutrition education was considered necessary(54.9%) for proper growth and development(53.0%) in middle school. But 45.1% of students did not suggest by the reasons of 'short time to change'(28.2%), 'more effective in home'(27.4%). The appropriate time of nutrition education was pre-school(28.2%) or elementary school(27.4%), once a week(boys 51%, girls 71.3%) in frequency(p<0.001), and the information acquired by TV/Radio(30.0%) and internet(26.6%). Students(46.0%) wanted to know about 'growth and nutrition'. They were to learn information on the 'healthy growth'(4.10) and 'adolescent nutrition'(4.03). The vegetables group consumption and the thought of dietary attitude 'try to modify bad eating habits' were correlated with almost all categories of desired nutrition education. Through these results, good eating habits would be attained by nutrition education. A nutrition education program would require an expert teacher for middle school students.

• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.137-161
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• 2010

The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.73-85
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• 2005

The purpose of this study was to present the activating schemes of nutrition education in elementary school curriculum. We examined the nutrition education status and perception of teachers on nutrition education in elementary school. This study was carried out using a self-administered questionnaire and subjects were 263 elementary school teachers in Gyeonggi province. All data in this research was analyzed through SAS program, and the frequency and percentage on each question were calculated. Data for each group was analyzed according to sex and teaching career and the groups were treated for significance by using chi-square test. Most of teachers taught the nutrition education as a part of practical In curriculum and thought that student's interest and participation on nutrition education was high. And the teachers understood that nutrition education at school curriculum is very necessary and effective. But most teachers had no experience or teacher training Program for nutrition education. They thought it was difficult to carry out nutrition education in school because of their poor nutritive knowledge, and lack in educational materials. Moreover, it is revealed that the teachers supposed that the activation of nutrition education in school requires schools to provide nutritive guidance to students in cooperation with the homes.

• Journal of the Korean Society of Food Culture
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• v.24 no.5
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• pp.525-532
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• 2009

School dietitians are divided into two groups according to their status of employment, school nutrition teachers and dietitians, with the latter being irregularly employed by the institution. In this study, the job satisfaction, communication ability, work performance and importance in feeding services and dietetic counseling of both groups were compared. To accomplish this, 100 regularly employed school nutrition teachers (regularly employed) and 101 dietitians (irregularly employed) were surveyed by questionnaire. The results were as follows: (1) The irregularly employed dietitians showed a lower level of job satisfaction than the school nutrition teachers. This was likely because the school nutrition teachers belonged to the strong inner circle of school teachers and cafeteria workers, and had enough time to prepare for class lectures and consultancy. Conversely, the irregularly employed dietitians generally handle extra office work in addition to their primary duties. Despite these differences, both parties agreed that it was necessary to change the work system. Additionally, school dietitians reported that they had little opportunity for further training for career development. (2) Both parties had good communication skills; however, the irregularly employed dietitians had more conflicts with other staff members than the regular employees. (3) Job performance and job importance level was compared among employees involved in school feeding services and nutrition counseling. No significant differences were observed between dietitians and nutrition teachers in either group (p<0.05). However, the school nutrition teachers showed better skills than school dietitian with respect to public relations, running independent counseling offices, and using effective tools and materials. Job performance level was lower when compared to job importance level for all items, which meant the job was not well performed when compared to the work importance awareness.

• The Korean Journal of Food And Nutrition
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• v.19 no.2
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• pp.183-192
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• 2006

The purpose of this study was to investigate the performance of elementary school dietitians in terms of nutrition education in the northern portion of Gyeonggi province. Self-administered questionnaires were given to 50 dietitians who have worked in elementary schools with self-operation food service, and 35(70%) dietitians returned the questionnaires. The results are summarized as follows: no students took part in nutrition education as a regular course, but all dietitians performed nutrition education in passive ways, such as 'using home correspondence'(39.0%), 'bulletin board/poster'(22.0%), 'using the internet'(13.4%) and 'indirectly through a classroom teacher'(12.2%). Most respondents performed nutrition education 'one time/month'(66.0%) or 'one time/week'(20.0%). The respondents thought that suitable teaching times for nutrition education were 'during a related subject'(35.5%), 'during lunch time'(22.6%) rather than 'during an independent subject'(16.1%). Most of the dietitians(94.3%) did not perform nutrition counseling because of 'a lack of opportunity'(72.7%) and 'workload'(27.3%). Additionally 88.6% of respondents did not have the time of for nutrition counseling for parents because 'am not a teacher'(56.7%) and 'workload'(30,0%). Information sources for nutrition education were mainly 'internet'(71.4%) and 're-educationa1 materials'(17.1%). They possessed instructional materials in the forms of 'printed materials'(35.1 %), 'exhibition/bulletin board'(31.2%), and 'electrical materials'(33.8%), 'but did not have 'solid materials' such as food models and dolls. Generally they had mostly 'leaflets'(82.9%), 'bulletins'(68.6%), 'internet'(57.1%), and 'CDs'(57.1%). Preferences for instructional materials used were 'printed materials'(46.2%), 'exhibition/bulletin board'(36.5%), and 'electrical materials'(17.3%) 'Leaflets'(80.0%) were mainly used; 'CD'(17.1 %) use was low compared to the proportion possessing CDs. The topics frequently chosen by the subjects for nutrition education were 'table manners'(82.9%), 'basic concepts of food and nutrition'(80.0%), and 'proper food habits'(80.0%), but the topics helpful for practical use, such as 'how much do I eat'(20.0%) and 'nutrition labeling'(37.1%), were not included frequently. The respondents thought that 'eating only what they like'(60.0 %), 'intake of processed foods'(17.8%), and 'obesity'(17.8%) were the most common nutritional problems among elementary school children. They also thought that establishing a regular course for nutrition education was an effective way to cut down on these nutritional problems. In conclusion, nutrition education programs that are combined with effective instructional materials and practical topics should be developed. Additionally, it is recommended that dietitians act as teachers who participate in regular courses as soon as possible.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.149-173
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• 2013

The purpose of this study was to examine the experiences of teachers during the development and performance of a nutrition education program based on collaboration between the school organization and local community, as the experiences of teachers who participate in a nutrition education program might be one of major factors to determine the success or failure of their performance. It's basic goal is give some suggestions on school nutrition education and to explore how to assist teachers to ensure their successful performance of a nutrition education program. As a result of analyzing the collected data, the experiences that the teachers had in the program planning stage were subcategorized into two groups: 'finding hope amid complaints' and 'building a learning community'. The experiences that the teachers had in the acting stage were subcategorized ino two groups as well: 'regulating, equalizing and forming a new schema' and 'building stepping stones'. The experiences that they had in the evaluation stage were also subcategorized into two groups: 'finding it rewarding and thankful to teach' and 'new challenge'. The findings of the study are expected to provide essential information on how to assist teachers to offer effective and successful nutrition education.

• The Korean Journal of Community Living Science
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• v.18 no.2
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• pp.335-348
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• 2007

This study aimed to investigate how the current elementary school teachers think about nutrition education, how they are teaching, and what kind of problems have occurred. And this study was made to provide basic materials to be used for the effective nutrition education in the elementary school. The survey was done on 60 elementary school teachers and 570 elementary school students of the 5th and 6th grade in Gyeonggi Province by questionnaire and analyzed for the perception of nutrition education, current status of nutrition education, nutrition knowledge and cooking knowledge. The average scores of nutrition knowledge were 2.72 for male and 3.75 for female students out of full score of 5. The fifth grade students learned more nutrition education than the sixth grade ones in accordance with the different curricula. Nutrition education was taught as apart of other subjects(87%) and mainly done by lectures. For most of the students, information source of the nutrition education was the meal service(47.4%) and the most common one was the Internet that 38.1 % of the teachers used. Most of the students responded that nutrition education was necessary in the curriculum of elementary school for proper growth(36.2%), intelligence(25.9%), health(21.5%), and dieting(16.4%). The perception for the suitable teacher was in the order of nutrition specialist and dietician. And the right time of the related class was in the order of spare time everyday, a special activity time, and the meal service time. The important contents of nutrition education were in the order of proper eating habits, growth & nutrition, food hygiene and diseases. Nutrition problems of the elementary students were in the order of unbalanced diet, too much ingestion of processed and instant foods, lack of table manners, and child fatness and weakness. 80.0% of the teachers supported the early nutrition education and demanded it should begin when children are in kindergarten. The analysis showed that nutrition education should be taught by parents(29.4%), teachers(29.2%), and nutritionists(25.9%) and that family and school should cooperate closely. Main responses of the teachers to the children's problems were that they had too much instant food, did not eat in a variety, and had no manners in eating. Ironically, they thought malnutrition, fainting and growth stunt were not important nutrition related problems.