Korean Journal of Community Nutrition (Apr 2024)

Exploring factors of nutrition teachers’ intentions for sustainable dietary education in South Korea: an application of the theory of planned behavior

  • Eunseo Yang,
  • Borham Yoon

DOI
https://doi.org/10.5720/kjcn.2024.29.2.114
Journal volume & issue
Vol. 28, no. 2
pp. 114 – 128

Abstract

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Abstract Objectives The purpose of this study was to investigate the perception of nutrition teachers and the factors influencing their intention toward sustainable dietary education utilizing the theory of planned behavior (TPB). Methods The self-administered online survey was completed by nutrition teachers in Jeollanam-do, South Korea. A total of 151 valid questionnaires were analyzed. Factor analysis and multiple regressions were employed to test the research model. Results The study findings demonstrated that all TPB variables significantly influenced the sustainable dietary educational intention, with the degree of influence ranking as follows: external perceived behavioral control (β = 0.417), attitude (β = 0.240), internal perceived behavioral control (β = 0.207), and subjective norms (β = 0.181). For external perceived behavioral control, nutrition teachers and elementary schools exhibited higher levels compared to dietitians and middle/high schools, respectively. The participants in sustainable dietary education training programs exhibited a higher level of internal perceived behavioral control compared to those who did not participate. The highest perception levels were reported for attitude (4.26), followed by subjective norms (4.02), internal perceived behavioral control (3.67), and external perceived behavioral control (3.20). Conclusions This study affirmed that the TPB variables elucidated the sustainable dietary educational intentions of nutrition teachers. The significant impacts of external and internal perceived behavioral control, attitude, and subjective norms on educational intentions were confirmed. Consequently, proactive support from schools and governments is essential to enhance the facilitating factors and mitigate the barriers toward sustainable dietary education in schools.

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