Development and application of an evaluation tool for school food culture in elementary, middle, and high schools in Gyeonggi Province, South Korea
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BACKGROUND/OBJECTIVES: To encourage schools to transform school meal programs to be more educational, it is necessar y to evaluate the related environment using a whole school approach. We developed a school food culture evaluation tool to quantitatively evaluate school food culture in Gyeonggi Province, Korea. SUBJECTS/METHODS: Based on a literature review, a school food culture evaluation system consisting of areas, subareas, indicators, and questions (scored on a 5-point scale) was constructed. The validity of the tool was reviewed using focus group inter views, the Delphi technique, and a preliminar y sur vey. Subsequently, evaluation tool was applied to elementar y, middle, and high schools in Gyeonggi Province. Data from 115 schools were used for the final analysis. This included 64 elementar y schools, 29 middle schools, and 22 high schools. At least one respondent from each group—school administrators, teachers, and nutrition teachers (or dietitians)—participated. The results were compared at the school level. RESULTS: The evaluation tool consisted of 66 questions in 5 areas (institutional environment, physical environment, educational environment, educational governance, and school meal quality). The total average score for school food culture was 3.83 points (elementar y school 3.89 points, middle school 3.76 points, and high school 3.76 points) and did not differ significantly among school levels. Among the 5 evaluation areas, scores were highest for institutional environment (4.43 points) and lowest for physical environment (3.07 points). Scores for educational environment, educational governance, and school meal quality were 3.86, 3.85, and 3.97 points, respectively. CONCLUSION: It is necessar y to improve the physical environment to create a desirable school food culture in Gyeonggi Province. To effectively promote healthy eating, ongoing investment and inter ventions by local authorities at improving school food culture are needed, with an emphasis on particular factors, such as the eating environment and staff training.
Abstract
BACKGROUND/OBJECTIVES: To encourage schools to transform school meal programs to be more educational, it is necessar y to evaluate the related environment using a whole school approach. We developed a school food culture evaluation tool to quantitatively evaluate school food culture in Gyeonggi Province, Korea. SUBJECTS/METHODS: Based on a literature review, a school food culture evaluation system consisting of areas, subareas, indicators, and questions (scored on a 5-point scale) was constructed. The validity of the tool was reviewed using focus group inter views, the Delphi technique, and a preliminar y sur vey. Subsequently, evaluation tool was applied to elementar y, middle, and high schools in Gyeonggi Province. Data from 115 schools were used for the final analysis. This included 64 elementar y schools, 29 middle schools, and 22 high schools. At least one respondent from each group—school administrators, teachers, and nutrition teachers (or dietitians)—participated. The results were compared at the school level. RESULTS: The evaluation tool consisted of 66 questions in 5 areas (institutional environment, physical environment, educational environment, educational governance, and school meal quality). The total average score for school food culture was 3.83 points (elementar y school 3.89 points, middle school 3.76 points, and high school 3.76 points) and did not differ significantly among school levels. Among the 5 evaluation areas, scores were highest for institutional environment (4.43 points) and lowest for physical environment (3.07 points). Scores for educational environment, educational governance, and school meal quality were 3.86, 3.85, and 3.97 points, respectively. CONCLUSION: It is necessar y to improve the physical environment to create a desirable school food culture in Gyeonggi Province. To effectively promote healthy eating, ongoing investment and inter ventions by local authorities at improving school food culture are needed, with an emphasis on particular factors, such as the eating environment and staff training.
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