Eating behavior of teachers as a reflection of their level of competence in matters of a healthy lifestyle

At present, the problems of the formation of a way of life and the organization of education that contribute to the formation and preservation of health are of particular relevance. The professional activity of a teacher consists not only of a conscious active influence on students, but the personality of the teacher himself also has an unconscious influence, being a kind of model of behavior. Thus, having an educational impact on the younger generation. The tasks of protecting and promoting the health of students can be successfully solved only if the teacher himself/herself is healthy and lives a healthy lifestyle. Unfortunately, the presence of an individual’s theoretical knowledge in the field of healthy lifestyle culture does not guarantee his/her self-preservative behavior by no means.

The purpose of the work is to study the eating behavior of teachers and their nutritional status as a reflection of their level of competence in healthy lifestyle issues.

Methodology and methods. To achieve this goal the eating behavior of teachers at secondary schools and additional education was studied using generally accepted methods - the Eating Attitude Test (EAT-26), the Dutch Eating Behavior Questionnaire (DEBQ). Nutritional status – using the BIA technique. To identify health-preserving competence the “Health Attitude Index” test was used (according to S. Deryabo, V. Yasvin). The obtained data were summarized and processed using statistical analysis methods using the Biostat 7.3., Microsoft Excel for Windows and AVC01–0362 software package.

Results. Our results showed that teachers of lyceums and gymnasiums, in comparison with teachers at secondary schools and additional education, had a more balanced nutritional status, their eating behavior was less dependent on various factors and was healthier in characteristics. In general, their health attitude index corresponded to a high level of health-preserving competence.

Conclusion. Interaction with children who have a higher level of cognitive activity, as well as the presence of incentives from the administration of educational institutions to improve the competence of their employees, contributes to a greater focus of lyceum and gymnasium teachers on personal and professional self-development, including in matters of a healthy lifestyle. Otherwise, there is a danger of formalization of activities, which leads to rigidity of thinking and behavior in relation to students and to oneself, and also explains the insufficient formation of the system of values and motivations of teachers at secondary schools and additional education for self-preservation behavior.

Practical significance. The results of the study can be used in developing programs and organizing activities for continuous health-forming and health-preserving education of teachers.