A qualitative study exploring nutrition knowledge, self-efficacy, and practices of Life Orientation educators in Limpopo Province, South Africa
1
School of Health System and Public Health, University of Pretoria, Pretoria, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A995
ABSTRACT
BACKGROUND:
Educators spend most of their time with learners during school hours and are the most suitable individuals to transfer health and nutrition knowledge to learners. Improving educators' knowledge, self-efficacy, and practices related to nutrition can have a positive impact on the learners’ nutritional outcomes. Enhancing educators' knowledge, self-efficacy, and practices related to nutrition can have a positive effect on learners’ nutrition outcomes.
METHODS:
Qualitative phenomenological research was conducted to explore the nutritional knowledge, self-efficacy, and practices of 18 LO educators. The data was collected through face-to-face in-depth interviews using a pre-designed semi-structured interview guide. The interviews were audio recorded, and the data were transcribed verbatim into a Word document. Thematic analysis was used to analyse the data.
RESULTS:
The study revealed that LO educators had a poor level of nutrition knowledge, primarily self-acquired from social media, as they never received any formal nutrition training. Classroom opportunities for nutrition education were often lost due to a curriculum lacking sufficient nutrition content and educator training, limited teaching resources, and weak parental and community involvement in supporting nutrition education. Despite reporting high self-efficacy in teaching nutrition, the educators' confidence was based on their teaching ability rather than subject-specific expertise. Additionally, the school nutrition environment was not conducive to healthy behaviours, as schools offered unhealthy food and beverage options for sale, and educators' modelling of healthy behaviours was limited.
CONCLUSIONS:
The lack of nutrition knowledge in educators limits their ability to teach healthy eating habits. To address this, policies to address curriculum and training programs for educators from the Department of Education are urgently needed. Workshops and ongoing support will empower educators to deliver effective nutrition education and model healthy behaviours.
Educators spend most of their time with learners during school hours and are the most suitable individuals to transfer health and nutrition knowledge to learners. Improving educators' knowledge, self-efficacy, and practices related to nutrition can have a positive impact on the learners’ nutritional outcomes. Enhancing educators' knowledge, self-efficacy, and practices related to nutrition can have a positive effect on learners’ nutrition outcomes.
METHODS:
Qualitative phenomenological research was conducted to explore the nutritional knowledge, self-efficacy, and practices of 18 LO educators. The data was collected through face-to-face in-depth interviews using a pre-designed semi-structured interview guide. The interviews were audio recorded, and the data were transcribed verbatim into a Word document. Thematic analysis was used to analyse the data.
RESULTS:
The study revealed that LO educators had a poor level of nutrition knowledge, primarily self-acquired from social media, as they never received any formal nutrition training. Classroom opportunities for nutrition education were often lost due to a curriculum lacking sufficient nutrition content and educator training, limited teaching resources, and weak parental and community involvement in supporting nutrition education. Despite reporting high self-efficacy in teaching nutrition, the educators' confidence was based on their teaching ability rather than subject-specific expertise. Additionally, the school nutrition environment was not conducive to healthy behaviours, as schools offered unhealthy food and beverage options for sale, and educators' modelling of healthy behaviours was limited.
CONCLUSIONS:
The lack of nutrition knowledge in educators limits their ability to teach healthy eating habits. To address this, policies to address curriculum and training programs for educators from the Department of Education are urgently needed. Workshops and ongoing support will empower educators to deliver effective nutrition education and model healthy behaviours.
| eISSN: | 2654-1459 |
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