Teachers' perceptions of health education practice in Northern Ireland

Reported differences between policy and non-policy holding schools

Bibliographic Data

ID22945828
AuthorsGary Adamson (0000-0001-8574-8947, University of Ulster, corresponding author)
Year2006
Volume21
Issue2
Pages113-120
Publication date2006-04-07
Open AccessYes
TypeARTICLE
VenueHealth Promotion International (JOURNAL)
Journal identifiersISSN: 0957-4824 • E-ISSN: 1460-2245
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/dal008
PMID16603568
OpenAlexW2123178374
LanguageEN
Citations received3
References cited4

It is generally accepted that schools should devote resources to developing and disseminating a health education policy, yet there is little empirical evidence to establish the value of policy in this context. This study examined teachers' perceptions of health education practice in policy and non-policy holding schools. A questionnaire measuring aspects of health education practice was issued to a random sample of schools. This consisted of 276 primary and 119 post-primary schools. In this cross-sectional study, significant differences in teachers' evaluations were found between policy and non-policy holding schools. It was evident that the presence of a health education policy was associated with higher ratings of health education practice. This evidence suggests that policy has intrinsic value in terms of health education practice. The development and dissemination of policy documents were also examined to assess the workload involved.

Context (archaeology) · Economics · Education policy · Geography · Health education · Higher education · Medical education · Pedagogy · Perception · Political science · Primary education · Public health · Sample (material) · Value (mathematics) · Workload · Health Policy Implementation Science · Medicine · Nursing · Psychology · Public Health Policies and Education · School Health and Nursing Education · Health Policy

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