Jakstas Tammie, Bucher Tamara, Miller Andrew, Shrewsbury Vanessa A, Collins Clare E
School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, 2308, Australia.
Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia.
BMC Public Health. 2025 Apr 21;25(1):1468. doi: 10.1186/s12889-025-22555-0.
Schoolteachers' personal health and wellbeing are priority to ensure quality teaching, positive student outcomes and improving teacher retention. With limited-availability of validated tools to measure teacher food and nutrition (FN) as a component of wellbeing, this study aims to evaluate the content validity of the Teacher Food and Nutrition-related health and wellbeing Questionnaire (TFNQ) to fill this gap.
A two-round Delphi was used to refine the questionnaire and establish content validity. Round-one reviewed constructs and lifestyle covariates (LC) for inclusion. Round-two considered construct phrasing, appropriateness of scales and questionnaire order. Descriptive and thematic analyses were conducted.
Round-one included 23 international experts, with 19 also participating in round-two. After round-one, seven constructs and three LC were removed with two constructs revised into four concise new groupings to refine the TFNQ. In round-two 83% of experts agreed with questionnaire order, and feedback indicated only minor adjustments. The final TFNQ contains 26 FN and wellbeing constructs and three LC.
This Delphi study established content validity of the TFNQ to appropriately measure key aspects of FN as a component of wellbeing in schoolteachers. Future testing will evaluate the TFNQ construct validity and reliability.
教师的个人健康和幸福对于确保高质量教学、取得积极的学生成果以及提高教师留任率至关重要。由于用于衡量教师饮食与营养（FN）这一幸福组成部分的经过验证的工具有限，本研究旨在评估教师饮食与营养相关健康和幸福问卷（TFNQ）的内容效度，以填补这一空白。
采用两轮德尔菲法来完善问卷并建立内容效度。第一轮审查纳入的结构和生活方式协变量（LC）。第二轮考虑结构表述、量表的适当性和问卷顺序。进行了描述性和主题分析。
第一轮有23位国际专家参与，其中19位也参与了第二轮。第一轮之后，删除了七个结构和三个LC，将两个结构修订为四个简洁的新分组以完善TFNQ。在第二轮中，83%的专家同意问卷顺序，反馈表明只需进行微小调整。最终的TFNQ包含26个FN和幸福结构以及三个LC。
这项德尔菲研究确立了TFNQ的内容效度，以适当衡量FN作为教师幸福组成部分的关键方面。未来的测试将评估TFNQ的结构效度和信度。
