Elementary school teachers' behavioral intentions for healthy nutrition: Extending theory of planned behavior

Abstract

Purpose The purpose of this paper is to examine the effects of elementary school teachers' psychological factors on their behavioral intentions for healthy nutrition in their daily life within an extended version of the theory of planned behavior (TPB). Design/methodology/approach The design of the study is correlation study. Findings Constructs in the proposal model formed accounted for of variance of intentions and behaviors successfully. Considering the entire proposed model, while personal norm is the most influential factor on intention, self-identity is the most consistent effects on teachers' behavior. However, among the constructs of TPB, perceived behavioral control is the strongest influence on both intention and behavior. Originality/value In the literature, factors affecting healthy behaviors by using TPB focused on mainly children (8-10 year old) and adolescents (11-16 year old) all over the world. However, in some countries, several studies were conducted on adults (e.g. AstrOsm and Rise, 2001; Brouwer and Mosack, 2015), to the best of our knowledge, while there is no study conducted on adults including teachers in Turkey. In addition, recently, two meta-analysis studies were published: Riebl et al. (2015) and Mcdermott et al. (2015). These studies suggested that future studies related to healthy nutrition in the scope of TPB should be continued to investigate.