ERIC EJ1093956: Attitudes towards Teaching and Perceptions of School Climate among Health Education Teachers in the United States, 2011-2012

2016·0.45 MB·English

by  ERIC

Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
Attitudes Towards Teaching and Perceptions of
School Climate Among Health Education Teachers
in the United States, 2011-2012

Catherine E. Cardina
Department of Health, Nutrition, and Dietetics
Buffalo State College, SUNY
1300 Elmwood Avenue
Buffalo, New York, 14222
Telephone: [phone]
E-mail: [email protected]

Joshua M. Fegley
Department of Public Health and Health Education
The College at Brockport, SUNY
350 New Campus Drive
Brockport, New York, 14420
Telephone: [phone]
E-mail: [email protected]

ABSTRACT
PURPOSE: In general, teachers who are highly satisfied are more motivated teachers and positively
affect health and student learning to improve academic achievement. The purpose of this study was to
provide national-level data with regard to teachers’ attitudes, perceptions, and beliefs related to teaching,
job satisfaction, and working environment. Findings were compared to health teachers due to their
specific knowledge related to health and academics and their potential leadership roles when
implementing the Whole School, Whole Community, Whole Child (WSCC) model. METHODS: Data
reported for this study were extracted from the most recent Schools and Staffing Survey, a
comprehensive nationally representative survey of school employees conducted by the National Center
for Educational Statistics. Descriptive statistics were used to identify health education teachers’ attitudes
toward teaching, job satisfaction, and the working environment as compared to all other teachers.
RESULTS: Health teachers reported more positive attitudes toward teaching, reported higher levels of
satisfaction with teaching, and perceived their school environment as more supportive when compared to
all other teachers. They often were less positive about their colleagues sharing a common mission or
vision. CONCLUSIONS: Health teachers may serve as key leaders during the implementation phase of
the WSCC model due to their knowledge of health and academics, high levels of job satisfaction, and
positive attitudes towards teaching. RECOMMENDATIONS: Working together as a team with a shared
goal of increasing student well-being is a cornerstone of the WSCC model and the perception that some
health teachers feel isolated in part is an area of concern. Overall, teachers perceive administrative
support, however there is a need for school leaders to establish collaborative and trusting relationships
between teachers, parents, and community members during the implementation phase of the WSCC
model in order to achieve desired student goals and objectives related to health and learning.

Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 1
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
INTRODUCTION were expanded to ten components
encompassing the Whole School, Whole
Academic success among school-aged youth Community, Whole Child (WSCC) model, which
is dependent on numerous factors. Increased surrounds and ensures each child is healthy,
empirical evidence suggests a strong link safe, engaged, supported, and challenged
between health and learning, such as poor (ASCD & CDC, 2014). Components of the CSH
health leading to poor academic performance model that were revised and updated based on
(Basch, 2010; CDC, 2015b; Dunkle & Nash, current research included: health education;
1991). Conversely, healthy students have higher nutrition environment and services; employee
levels of academic achievement (CDC, 2014; wellness; health services; counseling,
Basch, 2010). According to the Centers for psychological and social services; and, physical
Disease Control (CDC) (2015b), healthy education and physical activity (ASCD & CDC,
students had better academic performance, 2014). The expansion of two CSH components
education behavior, cognitive skills, and shifted the focus from a healthy and safe
attitudes. Schools play an important role environment to the effect of the social and
in community-wide efforts supporting this link emotional climate and physical environment of
between health, learning, and academic the school on students’ health and learning.
achievement among youth. Schools have a Family and community involvement were
unique capacity through infrastructure and expanded to family engagement and community
personnel to improve the health of all students involvement (i.e. role of community agencies,
and to improve the quality of the learning businesses, and organizations). These changes
environment (Demissie et al., 2015). Education brought attention to the need for greater
professionals, such as principals, serve as emphasis on both the psychosocial and physical
leaders in creating healthy schools and environments of the school as well as the
promoting factors that contribute to healthy potential contributions of community agencies
youth (Lewallen, Hunt, Potts-Datema, Zaza, & and families towards engaging students as
Giles, 2015; Valois, Slade, & Ashford, 2011). active participants in their learning and health
(ASCD & CDC, 2014). These expanded roles
As summarized by Valois et al. (2011), in emphasize the importance of an integrated
2006, the CDC and the ASCD (formerly known approach between each component of the
as the Association for Supervision and WSCC model and individuals working together
Curriculum Development) partnered to evaluate to implement policies, practice, and processes
the school and community factors that led to a that contribute to students’ learning and health
school-community environment that improved (Lewallen et al., 2015).
children's cognitive, physical, social, and
emotional development and well-being. ASCD Researchers (Lewallen et al., 2015; Valois et
conducted a structured pilot study of the Healthy al., 2011) noted that coordination of policies,
School Communities Model (HSCM) in eight practice, and processes require administrator
American and three Canadian districts, using the support in order to achieve the intended
Healthy Schools Report Card to evaluate the outcomes of the WSCC model; in particular, the
effectiveness of the program in changing school researchers identified the principal as a key
culture relative to health and well-being. ASCD factor in the success of the integration of
identified nine key factors critical for learning and health in schools. The researchers
implementing the HSCM: The principal as emphasized that principal leadership skills are
leader; active and engaged leadership; needed at the school level to promote and
distributive leadership; integration with the coordinate district and school policies with
school improvement plan; effective use of data regard to enhancing health and learning specific
for continuous school improvement; ongoing and to local needs. Principals reinforced policies and
embedded professional development; authentic desired behaviors of staff and students. In
and mutually beneficial community addition, they managed coordination, planning,
collaborations; stakeholder support of the local use of data, and continuous improvement in
efforts; and, the creation or modification of order to integrate all components of the WSCC
school policy related to the process. model. Furthermore, they must bring together all
stakeholders such as school staff, educators,
As a result of this study, eight components of families, community agencies, and students to
the Coordinated School Health (CSH) model
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 2
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
achieve the common goal of improved health and wellness, physical activity, safety and injury
and learning (Lewallen et al., 2015). prevention, sexual health, tobacco use, and
violence prevention. Health education curricula
Rasberry, Slade, Lohrmann, and Valois and instruction should address the National
(2015) also noted that lessons learned from Health Education Standards (NHES) and
successful implementation of the CSH model incorporate the characteristics of an effective
concerning infrastructure within a school and health education curriculum. Health education,
district may be applied to WSCC model based on an assessment of student health
implementation. For example, researchers needs and planned in collaboration with the
(Murray, Hurley, & Ahmed, 2015; Rasberry et community, ensures reinforcement of health
al., 2015) recommend the presence of a school messages that are relevant for students and
health coordinator or a leadership team (i.e. meet community needs. Students might also
coordinating council, district-level health acquire health information through education
advisory team, etc.). The team usually includes that occurs as part of a patient visit with a school
a representative from each component of the nurse, through posters or public service
model. Support for program initiatives from both announcements, or through conversations with
inside and outside of schools is essential for family and peers.
overcoming barriers and challenges to achieving
outcomes of improved health and learning. In SHPPS findings identified practices such as
summary, the WSCC model provides a the extent to which highly qualified and trained
framework in improving health and learning of teachers were teaching comprehensive school
students that leads to improved academic health education and to the degree to which
success, however an action plan is needed health education topics were taught. Also,
which is facilitated and supported by key district additional data regarding required health
and school–level administrators. education courses and classes were collected
and reported. As a result, SHPPS has provided
In addition to monitoring policies, practice, an extensive longitudinal and descriptive lens
and processes related to all ten tenets of the regarding practices and policies of health
WSCC model at the local level, data are education component of the CSH and WSCC
needed, as well, to monitor national health and models.
learning objectives and drive policy development
(CDC, 2015b). The School Health Policies and However, as Murray et al. (2015) noted,
Practices Study (SHPPS) was developed by the effective and consistent implementation of
CDC to meet the need for national-level data WSCC model requires more than establishing
(CDC, 2015). This national survey is periodically policy. The researchers cited a publication by
conducted to assess school health policies and the National Association of State Boards of
practices of the ten CSH components (CDC, Education, Fit, Healthy, and Ready to Learn
2015b). For example, data were collected with (Bodgen, 2000), which emphasized that
regard to policy and practices specific to health effective policy needed specific foundational
education, which was defined by the CDC elements such as effective management,
(2015a) as: Formal, structured health education adequate training, and good staff morale.
consists of any combination of planned learning Furthermore, Murray et al. (2015) stated that
experiences that provide the opportunity to administrators (i.e. school health or team
acquire information and the skills students need coordinators) must work with faculty leaders to
to make quality health decisions. When provided facilitate communication that engages students,
by qualified, trained teachers, health education families, and community members to support
helps students acquire the knowledge, attitudes, policies designed to achieve the outcomes of
and skills they need for making health-promoting improved health and learning. Rooney, Videto,
decisions, achieving health literacy, adopting and Birch (2015) noted that the WSCC model
health-enhancing behaviors, and promoting the planning process should consider such factors
health of others. Comprehensive school health as school climate and culture, administrative
education includes curricula and instruction for support, as well as the need for building trust
students in pre-K through grade 12 that address and collaborative relationships between
a variety of topics such as alcohol and other administrators, teachers, parents, students, and
drug use and abuse, healthy eating/nutrition, community members. They also suggested that
mental and emotional health, personal health in order to meet desired student goals and
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 3
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
objectives related to health and learning, faculty model. To this end, the purposes of this study
and staff with knowledge about the link between were to:
health and academics (CDC, 2014) may serve 1. Describe general characteristics of
as key individuals to initiate the WSCC model health teachers as compared to all other
implementation process. Health teachers, who teachers;
would coordinate and implement the health 2. Describe health teachers’ job
education component, are examples of faculty
satisfaction as compared to all other
with essential and unique knowledge about the
teachers;
link between health and academics and could
3. Describe health teachers’ perceptions of
function as leaders during the implementation
their school as an environment that
process. Through collaboration they could share
provides a professional and supportive
their health education knowledge and expertise
working environment as compared to all
with faculty and staff to coordinate and align
health-promoting instruction and programs with other teachers; and,
goals and outcomes. 4. Describe attitudes of health teachers
towards the profession of teaching as
In general, for faculty to share a vision of compared to all other teachers.
supporting WSCC goals and outcomes within
their school, they need to perceive that the METHODS
school leadership and climate are supportive of
their efforts. The faculty need to function in an Data reported for this study were extracted
environment with visionary leadership, from the 2011-2012 Schools and Staffing Survey
administrative support, share mission and goals, (SASS), which is a comprehensive national
and attention to student well-being as a central survey of school employees conducted by the
contributor to student success. Yet, there is little National Center for Educational Statistics
current research describing teachers’ (NCES). Beginning in the 1980’s, the SASS has
perceptions of their school as an environment generally been administered every three years.
that provides a professional and supportive It is a large, nationally representative survey of
working environment such as support from public, private and charter school teachers,
administrators, other faculty, and parents. There administrators and library media specialists. The
is also a need for expanding the knowledge survey contains sections related to class
related to teacher job satisfaction, which is a key organization, education and training,
determinate of workplace morale (Bodgen, certification, professional development, working
2000). Moreover, higher teacher satisfaction conditions, school climate, and teacher attitudes.
was found to be associated with specific For this study, questions about school climate
workplace conditions, such as administrative and teacher attitudes were used.
support and leadership, good student behavior,
and a positive school atmosphere (NCES, Participants
1997). Teachers for this study were defined as staff
members in U.S. public schools who indicated
PURPOSE they were full-time teachers in grades seven
through twelve during the 2011-2012 school
The purpose of this study was to provide year. A total sample size of 24,152 teachers was
national-level data with regard to teachers’ obtained using this method. Among the sample,
attitudes, perceptions, attitudes, and beliefs 318 subjects indicated health education as their
related to teaching and job satisfaction. Also, primary area of teaching.
teachers’ perceptions, attitudes, and beliefs
about a supportive working environment were Instrumentation
described, for example, support from Data for this study were from the Teacher
administrators, principal, colleagues, and questionnaire: Schools and staffing survey
parents. These findings were compared to 2011-2012 (U.S. Department of Education,
health teachers, who due to their specific 2011). Teachers indicated the grades they
knowledge related to health and academics, taught, their employment status (full-time or part-
may serve as leaders and health champions time) and their primary teaching assignment by
during the implementation phase of the WSCC academic subject (i.e. health). To assess their
attitudes and perceptions, subjects responded to
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 4
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
survey questions using a 4-point anchored Likert systematically selected using an algorithm that
scale that included strongly agree, somewhat selected sample units. The systematic selection
agree, somewhat disagree, and strongly included the following variables: state, urbanicity
disagree. code, collapsed ZIP code, percent free or
reduced-price lunch, highest grade in the school,
Procedure percent minority enrollment, and total
The following data collection procedures for enrollment. Approximately 5,800 public school
the most recent SASS were described in a study districts were included into the sample by being
conducted by Cardina (2014). The sample for associated with sampled public schools.
SASS included a total of 11,000 public schools
from 5798 districts, from which 37,497 teachers Teachers were defined as staff members
were surveyed. A stratified complex design was who teach regularly scheduled classes to
used to select sample elements and students in any of grades K–12. Sample
subsequently weight them to correct for members were stratified into four strata: (1)
sampling bias due to deliberate oversampling of Beginning teachers (2) early-career teachers (in
certain elements of the population. The initial their second or third years of teaching), (3) mid-
stage included schools as the frame. Using a career teachers (4 through 19 years of
complex cluster sampling methodology, teaching), and (4) experienced teachers (20 or
teachers in schools selected for the study were more years of teaching). Beginning and early-
subsampled to produce a nationally represent- career teachers were systematically over-
ative sample of public school teachers. NCES sampled to provide a subsample that can be
employed a multi stage stratified sampling generalized to all national teachers in their first
design due to the great variations in district sizes three years of teaching. Districts selected within
across the country. To ensure that states, such the sample were asked to provide electronic
as Maryland, Florida, Nevada and West Virginia, teacher roosters for the selected schools.
that have a small number of county-level Survey data was collected via online, mail,
districts with a large number of school buildings telephone and in-person administration to
were appropriately represented in the frame, minimize non-response bias. Data collection
school units were aggregated at the state level ended in June 2012.
for sampling purposes. Schools were selected
from the universe of public schools included in Weights developed by NCES were applied to
the 2009-10 Common Core of Data school the SASS data set to approximate the
universe file. Schools from all 50 states were population of public school teachers. As a result,
included in the frame, however Department of the final weighted sample of the public school
Defense and overseas schools were excluded. teachers was 3,385,171. This weighted sample
Furthermore, schools from alternative and was nationally representative of public school
juvenile justice system schools in California, teachers and therefore generalizable to the
Pennsylvania, and New York were added to national population of public school teachers.
include a total frame of 90,530 public schools. For this study, final sample weights were used in
For this study, the separate charter school data analysis. As a result, the final weighted
sample was not included for analysis. Selection sample of teachers who reported teaching in any
is defined as follows: of grades seven through twelve and reported
To be eligible for SASS, a school was being employed full-time by a school district
defined as an institution or part of an institution during the 2011-2012 school year was
that provides classroom instruction to students, 1,513,629 teachers.
has one or more teachers to provide instruction,
serves students in one or more of grades 1–12 Data Analysis
or the ungraded equivalent, and is located in The weighted sample population was
one or more buildings apart from a private separated into two groups, those who indicated
home. It was possible for two or more schools to health education as their primary teaching
share the same building; in that case, they were responsibility (n = 18,177) and those who indic-
treated as different schools if they had different ated a primary teaching responsibility other than
administrators (i.e., principal or school head) health education (n = 1,495,452). Descriptive
(Goldring, Taie, Rizzo, & Fraser, 2013, p. 5) statistics were used to identify and compare
attitudes toward teaching and overall job
Based on established criteria, schools were satisfaction among the sample populations.
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 5
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
Tables and discussion in this article used these ten percentage points higher in their level of
weighted data for the presentation of general satisfaction with teaching in their school
frequencies and calculation of percents. as compared to the all other teachers. In
addition, health teachers were far less likely to
Human Subjects Approval Statement report that behavior issues or student absences
Buffalo State College, SUNY IRB Office were major detriments to their teaching in the
provided human subject approval for this study classroom when compared to other teachers.
effective December 16, 2015. Furthermore, health teachers were much less
apt to feel that the routine paperwork and duties
Limitations of the job interfered with their classroom
NCES used a cluster sampling design to teaching as compared to their teaching
produce a sample that would support colleagues. As a group, teachers were not
generalization to the entire population of K-12 overly satisfied with their salaries, but health
public school teachers in the United States. The teachers were more positive than all other
complex design of the sampling strategy and teachers. Also, as a group, few teachers
subsequent assignments of replicate weights (approximately 6 percent) reported strong
allowed for generalization of subsamples down agreement that district or state standards had a
to the state level. The sample used in this study positive influence on their level of satisfaction
was a subsample of the larger national frame. with teaching. However, health education
As such, generalization was at the national level, teachers were more worried about their job
but there was a higher possibility of design- security as a result of the performance of their
related bias introduced into the results that one students on state and/or local tests as compared
would face with the entire sample of all teachers. to teachers who did not report health education
as their primary teaching assignment.
RESULTS
The third research question investigates
Table 1 illustrates the characteristics of whether or not teachers perceive their school as
health education teachers compared to the an environment that provides a professional and
larger school population of teachers. While supportive working environment. Select school
health teachers were more likely to be female, climate and teacher attitude SASS questions
the disparity between the percentage of male related to school and classroom-level
and female teachers was less than observed in characteristics were used to determine if the
the general teacher population. Nearly 90 teachers felt supported in their work (see Table
percent of Health teachers were white, slightly 3). Health teachers’ responses were compared
higher than the general population of teachers (n to all other teachers. In general, health teachers
= 88.5%). In addition, fewer health teachers self- perceived their school environment as more
identified as all other ethnic groups when supportive when compared to all other teachers.
compared to the general population of teachers, For example, nearly half of health teachers
with the exception of Pacific Islander. Note, strongly agreed that the school administration’s
respondents were able to select multiple behavior toward staff was supportive and
ethnicities as well as a separate "yes - no" item encouraging and that their principal enforced
that asked if they were of Hispanic origin. school rules and supported them in discipline
matters. All other teachers were less likely to
Using select school climate and teacher strongly agree with these statements.
attitude SASS questions related to district, Furthermore, health teachers were somewhat
school, and classroom-level characteristics, more positive than the population of other
health education teachers’ responses were teachers in their perceptions about the
compared to all other teachers who reported availability of materials needed by staff and one-
positive attitudes toward teaching and job quarter of health teachers felt that they had the
satisfaction. Table 2 presents the percentage of support they needed to help special education
respondents who responded most favorably (i.e. students, which was over four percentage points
strongly agree) to questions regarding teaching higher than reported by other teachers. In
and job satisfaction. Likert-scale response addition, health teachers were a bit more apt to
options were strongly agree, somewhat agree, feel that staff members were recognized for a
somewhat disagree, and strongly disagree. job well done, though less than one-third of all
Results showed that health teachers were over respondents shared this belief. Also, less than
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 6
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
one-third of all respondents strongly agreed that results were similar to demographic results
there was a great deal of cooperative effort describing U.S. public school teacher gender
among staff. Although health teachers were and race (Feistritzer, 2011; Ingersoll, Merrill, and
more positive than other teachers in their beliefs Stuckey, 2014).
about support from parents for the work they do,
only 12 percent strongly agreed with the Grade 7-12 health teachers as a group were
statement. Similarly, teachers reported low generally positive about their job and work
levels of support from colleagues, with just 15 environment. They were far more likely than
percent of all teachers strongly agreeing that their peers to report satisfaction with being a
their colleagues consistently enforced rules for teacher at their school. Health teachers were far
student behavior. Interestingly, health teachers less likely to cite issues such as student
where less likely to report that most of their misbehavior, tardiness, and class cutting as
colleagues shared their beliefs and values about being factors that interfered with their teaching.
what should be the central mission of the school. These findings support previous research that
suggested teacher perceptions of good student
The final research question describes the behavior and teacher autonomy were associated
attitudes of teachers toward the profession of with higher teacher satisfaction (NCES, 1997).
teaching using select school climate and teacher
attitude SASS questions (see Table 4). Although health teachers reported more job
Respondents were asked questions related to satisfaction, overall, they were more worried
factors that may influence a teacher to leave the than other teachers about their job security
profession. Health teachers’ responses for each based on the performance of their students or
question were compared to all other teachers. school on state and/or local tests. State or
Findings suggest that for each question, health district standards did little to enhance
teachers had more positive attitudes toward respondents’ job satisfaction as only about five
teaching when compared to other teachers. For percent of all respondents felt that state or
example, nearly eleven percent of teachers who district standards have had a positive influence
did not list health as their primary teaching on their satisfaction with teaching. The whole
responsibility expressed a desire to leave population of teachers in the study evidenced
teaching for better pay; health teachers were lower satisfaction with their salary level. This is a
half as likely to express this belief, matching concern because teachers are more likely to quit
their lowered interest in transferring to another when their salaries are low relative to other
school. Nearly one-third of health teachers professions (Darling-Hammond, 2003).
expressed strong agreement that the teachers in
their school were a satisfied group, more than Health teachers, overall, had more positive
two percentage points higher than responses attitudes about teaching than other respondents.
from all other teachers. When asked if their Health teachers more often indicated they
enthusiasm for teaching had waned since they strongly agreed that they liked the way things
started the job, health teachers were less likely where run at their school and half as likely than
to strongly agree compared to responses from other teachers to strongly agree that they think
all other teachers. Relatively few teachers (less about transferring to other schools or leave
than five percent) expressed a strong affinity for teaching as soon as possible if they could get a
the statement that the stress of teaching was higher paying job. Health teachers were also
more than the job was worth. less likely to strongly agree that they did not
have as much enthusiasm now as they did when
CONCLUSIONS they began teaching. Health teachers, due to
their knowledge of health and academics and
Health education teachers in public schools their positive attitudes toward job satisfaction
in the United States are different from the larger and administrative support, may serve as key
population of teachers in some important ways. individuals to initiate the WSCC model
For the whole population of public school implementation process at the school-level.
teachers in grades 7-12, the job is still more
attractive to females, but among health teachers Leadership and the level of perceived
the disparity was less, as females outnumbered support from the building principal have been
males by about ten percent. Health teachers found to be associated with higher levels of
represent a largely white demographic. These teacher satisfaction (NCES, 1997). Health
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 7
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
teachers felt more supported by their building education subject. To function as part of a whole
principal than other teachers. Close to half of the school community with a focus on healthy
health teachers strongly agreed that school learners, the provision of health education has to
administration’s behavior toward staff was exist beyond the four walls of the classroom and
supportive and encouraging and that their the traditional curriculum.
principal enforced school rules for student
conduct and backed them when they needed it. This study sought to measure the extent to
They were more likely to believe that necessary which health teachers’ attitudes, perceptions,
materials were available, such as textbooks, and beliefs related to teaching, job satisfaction,
supplies and copies, and that staff members and working environment in order to determine if
were recognized for a job well done. Conversely, they were engaged and positive members of
health teachers perceived less support from their school communities. Based on findings
their colleagues in terms of the staff having from this study, it appears that they are. Health
shared beliefs and values about the central teachers felt supported by their building
mission of the school and were slightly less administrators, but showed less confidence in
likely to strongly agree that there was a great their colleagues in some regards. The relation-
deal of cooperative effort among staff. Among ship between teachers and parents and the
health teachers, only approximately 15 percent expectations inherent in the perceptions of
of all respondents strongly agreed that teachers "support" are an important area for future
in their school consistently enforced student inquiry. Overall, these findings suggest teachers
behavior rules, even for students who were not perceive administrative support, however there
in their classes. To characterize these beliefs, is a need for school leaders to establish
there was a far stronger feeling of support from collaborative and trusting relationships between
administration, coupled with much diminished teachers, parents, and community members
feelings of support from school faculty during the implementation phase of the WSCC
colleagues as a whole. These differences in model in order to achieve desired student goals
perception about support from administrators and objectives related to health and learning.
and colleagues and a shared vision for their School-level leaders, such as health educators
school may serve as barriers to health teachers who have knowledge of health and academics
as leaders and health champions during school- and who have been found to have high job
wide efforts to implement the WSCC model. satisfaction and positive attitudes towards
teaching, may provide key leadership during the
Health teachers in general did not perceive a implementation phase of the WSCC model.
high degree of parental support for the work that
they do. This lack of perceived support may Teacher job satisfaction is often cited in the
serve as a barrier when implementing the popular press using anecdotal information. As
WSCC model, which includes family engage- the job of teaching changes significantly with
ment as one of the ten components. The linkage increased emphasis on achievement testing,
between the home and school is key to building accountability, employee evaluation systems
a positive and collaborative relationship between tied to test scores, and additional barriers to
stakeholders during the implementation phase of enter the profession, the questions of morale,
the WSCC model and improve health and mission, and general satisfaction with the
learning. profession are increasingly important. This study
provided a nationally-representative survey of
RECOMMENDATIONS teacher attitudes toward their jobs and school
communities. As current as these findings are,
The place of health education in the these beliefs and attitudes remain a moving
American public school system has seen target given the national and state level changes
significant change in the new millennium. What to the profession. Further, ongoing study of the
was once an isolated "special" subject area is impacts of the larger policy environment on
being increasingly viewed as an essential teacher job satisfaction over time remains an
support to student learning and well-being. important question for study. The following
Recently, federal education law, the Every recommendations for further study are
Student Succeeds Act (2015), a reauthorization proposed:
of the Elementary and Secondary Education Act  In many communities, the health
of 1965, included health as a well-rounded education teacher may not be
Attitudes Towards Teaching and Perceptions of School Climate Among Health Education
Teachers in the United States, 2011-2012 Page 8
Journal of Health Education Teaching, 2016; 7(1): 1-14 Copyright: www.jhetonline.com
All rights reserved
representative of the population Basch, C. E. (2010). Healthier students are
served by the building. Further better learners: A missing link in school reforms
inquiry into the relationship between to close the achievement gap. Equity Matters:
teacher gender and ethnicity and Research Review No. 6. New York: Columbia
University. Retrieved from
the implications of a largely white
http://www.equitycampaign.org/i/a/document/12
teacher population serving and
557_EquityMattersVol6_Web03082010.pdf.
increasingly diverse student

population would be timely.
Bodgen, J. F. (2000). Fit, healthy, and ready to
 Many health teachers believed that
learn: A school health policy guide. Part I:
parents were not overly supportive.
Physical activity, health eating, and tobacco-use
Further inquiry into the nature of the
prevention. Alexandria, VA: National Association
parent-school relationship and the
of State Boards of Education. Retrieved from
expectations of both sides of this
http://files.eric.ed.gov/fulltext/ED465734.pdf.
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