Nutritional Knowledge, Attitude and Practice of Predominantly Female Preschool Teachers: Effect of Educational Intervention

Abstract

Aims: The study was designed to assess the changes in knowledge, attitude and practice (KAP) of preschool teachers before and after 3 months of attending a nutrition education intervention program. Study Design: Place and duration of the study: Nine governmental and 13 private schools from 2 urban districts in Cairo, Egypt between September 2011 and March 2012. Methodology: We included 150 preschool teachers (149 female and 1 male) from 9 governmental and 13 private schools. The teachers filled a questionnaire regarding their KAP towards children nutrition. Re-evaluation was done using the same questionnaire 3 months after attending a nutrition education program. Results: Initially private school teachers had significantly higher nutrition knowledge and attitude than governmental teachers (P=.012 and <.001 respectively). This difference was eliminated post intervention regarding knowledge (P=.06) but private school teachers still had significantly higher attitude by then (P=.001). Although no significant difference was initially detected in practice (P=.53), that of private school teachers was significantly better post intervention (P=.007). Finally all enrolled teachers showed significant increase in KAP scores after attending the nutrition education sessions (P<.001 for all the KAPs). Conclusion: Nutrition KAPs are essential for preschool teachers and should thus be assessed and cyclically reinforced by educational programs.