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. Design: 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. Analysis: 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 and Implications: 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.