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The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach

Author

Listed:
  • Simona Betschart

    (Institute for Research on Professions and Professional Learning, Schwyz University of Teacher Education, 6410 Goldau, Switzerland)

  • Anita Sandmeier

    (Institute for Research on Professions and Professional Learning, Schwyz University of Teacher Education, 6410 Goldau, Switzerland)

  • Guri Skedsmo

    (Institute for Research on Professions and Professional Learning, Schwyz University of Teacher Education, 6410 Goldau, Switzerland
    Department of Teacher Education and School Research, University of Oslo, 0317 Oslo, Norway)

  • Tina Hascher

    (Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland)

  • Orkan Okan

    (Department of Sport and Health Sciences, Technical University of Munich, 80333 Munich, Germany)

  • Kevin Dadaczynski

    (Department of Health Science, Fulda University of Applied Sciences, 36037 Fulda, Germany
    Zentrum für Angewandte Gesundheitswissenschaften, Leuphana Universität Lueneburg, 21335 Lueneburg, Germany)

Abstract

Schools are considered as important settings for health education and the promotion of functioning, healthy people. Health-promoting schools (HPS) take a holistic approach to health promotion that addresses all school levels and members of the school community. Although it is assumed that school leaders are crucial in the implementation of HPS, little is known so far about which specific factors are relevant. The purpose of this study was to analyze the role of school leaders’ attitudes, health literacy, and health status in HPS implementation. An online survey was conducted in June 2021, and the final sample consisted of N = 358 school leaders. Regression and moderation analyses were conducted to answer the research questions. The results showed the relevance of health literacy and attitudes toward HPS for the implementation of HPS. By contrast, only some aspects of health status are relevant. Attitudes toward HPS moderate the effect of health literacy on HPS implementation, with positive attitudes toward HPS amplifying the effect. Implications for practice and future research are discussed.

Suggested Citation

  • Simona Betschart & Anita Sandmeier & Guri Skedsmo & Tina Hascher & Orkan Okan & Kevin Dadaczynski, 2022. "The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach," IJERPH, MDPI, vol. 19(22), pages 1-15, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:14829-:d:969479
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    References listed on IDEAS

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    1. Orkan Okan & Torsten Michael Bollweg & Eva-Maria Berens & Klaus Hurrelmann & Ullrich Bauer & Doris Schaeffer, 2020. "Coronavirus-Related Health Literacy: A Cross-Sectional Study in Adults during the COVID-19 Infodemic in Germany," IJERPH, MDPI, vol. 17(15), pages 1-20, July.
    2. Kevin Dadaczynski & Katharina Rathmann & Thomas Hering & Orkan Okan, 2020. "The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    3. Kevin Dadaczynski & Thomas Hering, 2021. "Health Promoting Schools in Germany. Mapping the Implementation of Holistic Strategies to Tackle NCDs and Promote Health," IJERPH, MDPI, vol. 18(5), pages 1-16, March.
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    1. Karina Leksy & Mirosław Wójciak & Grzegorz Gawron & Rafał Muster & Kevin Dadaczynski & Orkan Okan, 2023. "Work-Related Stress of Polish School Principals during the COVID-19 Pandemic as a Risk Factor for Burnout," IJERPH, MDPI, vol. 20(1), pages 1-17, January.

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