Development and testing of a nutrition-teaching self-efficacy scale for elementary school teachers.
OBJECTIVE
To develop and validate the Nutrition-Teaching Self-Efficacy Scale (NTSES) and investigate the time spent teaching nutrition and the nutrition-teaching self-efficacy of Maryland elementary school teachers.


METHODS
A questionnaire collected information on teacher demographics. The NTSES was adapted from science- and health-teaching self-efficacy scales, reviewed by experts, and pretested with elementary teachers. Both were converted to an on-line format for distribution statewide. Eighty elementary school teachers participated.


METHODS
Cronbach alpha and factor analysis established internal consistency and were used to refine the NTSES. Analysis of variance and independent sample t tests were used to compare mean scores on the NTSES and subscales to time spent teaching nutrition.


RESULTS
The NTSES was determined to be a valid measure of nutrition-teaching self-efficacy. Higher nutrition-teaching self-efficacy scores were associated with spending more time teaching nutrition (P <.03).


CONCLUSIONS
The NTSES is a useful tool for determining nutrition-teaching self-efficacy in this population and is recommended as part of nutrition education needs assessments among teachers. Higher nutrition-teaching self-efficacy may result in more time spent teaching nutrition.
Brenowitz
Nancy
N
Department of Nutrition and Food Science, University of Maryland, College Park, Maryland 20742, USA. nb81@umail.umd.edu
Tuttle
Cynthia Reeves
CR
D000328:Adult; D000704:Analysis of Variance; D005163:Factor Analysis, Statistical; D005260:Female; D006266:Health Education; D006801:Humans; D008297:Male; D008396:Maryland; D008875:Middle Aged; D052756:Nutritional Sciences / Q000193:education*; D012574:Schools; D020377:Self Efficacy; D011795:Surveys and Questionnaires; D013663:Teaching