Identification and Prioritization of Health Literacy for Primary School Teachers Based on the Fundamental Reform Document of Education
Keywords:
Health Literacy, Primary School Teachers, Fundamental Reform Document, Education ReformAbstract
The present study aimed to identify, develop, and prioritize the dimensions and components of health literacy for primary school teachers based on the requirements of the Fundamental Reform Document of Education. This study employed an exploratory mixed-method design in two phases. In the qualitative phase, a meta-synthesis approach was used to extract health literacy components, and the Delphi technique was applied for localization and validation. The qualitative sample consisted of 18 university experts and executive specialists selected through purposive sampling. In the quantitative phase, 200 primary school teachers in Tehran were selected through multistage cluster sampling. Data collection instruments included a meta-synthesis worksheet, Delphi questionnaires, and a researcher-developed 51-item questionnaire. Qualitative data were analyzed using MAXQDA, while quantitative data were examined through structural equation modeling using SPSS and SmartPLS. Confirmatory factor analysis revealed that the health literacy model consisted of four major dimensions: cognitive, attitudinal, skill-based, and supportive. At the dimensional level, the attitudinal dimension achieved the highest priority (AVE = 0.599), followed by the skill-based (AVE = 0.567), supportive (AVE = 0.537), and cognitive (AVE = 0.490) dimensions. At the component level, valuing health (factor loading = 0.783), normative beliefs (0.774), and control beliefs (0.766) demonstrated the strongest loadings. In addition, health communication skills (0.758) and practical health skills (0.749) emerged as the most influential skill-related components. The findings indicate that health-related attitudes constitute the most fundamental dimension of teachers’ health literacy. Strengthening practical competencies, supportive environments, and health knowledge should therefore be integrated into teacher education programs and educational policies. The proposed model provides a comprehensive framework for curriculum development, teacher professional training, and health promotion initiatives within primary schools.
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Copyright (c) 2025 Adele Parsamanesh (Author); Reza Sourani Yancheshmeh; Babak Nasiri Gharghani (Author)
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