Jee-Young Yeon; Soon-Kyu Lee; Baeg-Won Kang

doi:10.5720/kjcn.2014.19.2.198

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Research Article
The use Frequency and Amount of Food Sources of Sodium and Knowledge Requirement, and Job Satisfaction of Dietitians and Nutrition Teachers according to the School Types in Busan: Jee-Young Yeon, Soon-Kyu Lee, Baeg-Won Kang; Korean Journal of Community Nutrition 2014;19(2):198-211.
DOI: https://doi.org/10.5720/kjcn.2014.19.2.198
Published online: April 30, 2014

Nutrition Safety Policy Division, Food Nutrition and Dietary Safety Bureau, Ministry of Food and Drug Safety, Cheongwon-gun, Chungcheongbuk-do, Korea.

Corresponding author: Baeg-Won Kang. Nutrition Safety Policy Division, Food Nutrition and Dietary Safety Bureau, Ministry of Food and Drug Safety, Cheongwon-gun, Chungcheongbuk-do 363-700, Korea. Tel: (043) 719-2252, Fax: (043) 719-2250, gen0415@korea.kr

• Received: February 18, 2014 • Revised: March 14, 2014 • Accepted: April 1, 2014

This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Abstract
NOTES
REFERENCES

Abstract

Objectives
To investigate the use frequency and amount of food sources of sodium and knowledge requirement, and job satisfaction with school food services according to the school types in Busan.
Methods
A total of 98 schools were surveyed and knowledge requirement and job satisfaction were assessed using a questionnaire. In addition, the use frequency and amount of food sources of sodium for 10 school days were examined.
Results
The response rate of the most difficult area among dietitians' tasks was significantly high in 'nutrition education and counseling' for elementary schools and 'hygiene management' for high schools (p < .05). The response rate of the factors to be considered in meal planning was significantly high in 'energy and nutrients requirement' for elementary schools and 'menu/taste preference of students' for middle and high schools (p < .05). The response rate of whether school food services affect health and eating habits of students or not was significant high in 'very helpful' for elementary schools (p < .001). The average sodium contents in the meals of elementary, middle and high schools was 1981.4 mg/meal/person/day, 1867.3 mg/meal/person/day and 1,329.9 mg/meal/person/day, respectively. For foods in highest sodium, Kimchi, Oribulgogi, and Kare rice were ranked 1st, 2nd and 3rd respectively. The main reason for not providing the fruits was 'price' among all groups. The knowledge requirement such as 'nutrition and menu management', 'nutrition education', and 'nutrition counseling' was significantly higher in elementary school compared with middle and high school (p < .001, p < .01, and p < .01 respectively). The dietitians and nutrition teachers of elementary schools have a higher job satisfaction compared with those of middle schools (p < .01). The job satisfaction was positively correlated with knowledge requirement of dietitians and nutrition teachers of elementary and middle schools.
Conclusions
The results suggest that developing dietitians' education program about knowledge requirement contribute to increasing the school food service and job satisfaction in elementary and middle schools.
Keywords: sodium source; knowledge requirement; job satisfaction; school foodservice

NOTES

This research was supported by a grant from the Health Fellowship Foundation.

REFERENCES

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Table 1

General characteristics according to the school types in Busan

1) Determined by independent sample F test of equality of the means or chi-square tests of differences in proportions

2) N (%)

3) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01, ^***: p < 0.001

Table 2

Importance and the most difficult area according to the school types in Busan

1) N (%), ^*: p < 0.05

Table 3

Recognition of school foodservice and processed food according to the school types in Busan

1) N (%)

^**: p < 0.01, ^***: p < 0.001

Table 4

The amount, frequency and sodium content of sodium source according to the school types in Busan

1) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01, ^***: p < 0.001

Table 5

Ranking of food sources by sodium content according to the school types in Busan

1) Cumulative percentage

Table 6

The frequencies of dessert intakes and reasons for not providing fruits according to the school types in Busan

1) Mean ± SD

2) N (%)

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01

Table 7

Knowledge requirement according to the school types in Busan

1) Mean ± SD (A 5-point scale was used from 1: very unnecessary to 5: very necessary.)

abc: Means with different superscripts (a~c) within a row are significantly different from each at χ = 0.05 by Duncan's multiple range test.

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 8

Job satisfaction levels according to the school types in Busan

1) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 9

Correlation coefficients between Knowledge requirement and Job satisfaction according to the school types in Busan

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Figure & Data

REFERENCES

Citations

Citations to this article as recorded by

School Dietitian Awareness, Practice, and Sodium Reduction Plan in School Meal Service
Eun Kyung Kim, Hae Young Kim
Korean Journal of Food & Cookery Science.2016; 32(2): 222. CrossRef
Status and Need Assessment on Nutrition & Dietary Life Education among Nutrition Teachers in Elementary, Middle and High Schools
Na Gyeong Oh, Su Jin Gwon, Kyung Won Kim, Cheong Min Sohn, Hae Ryun Park, Jung Sook Seo
Korean Journal of Community Nutrition.2016; 21(2): 152. CrossRef

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The use Frequency and Amount of Food Sources of Sodium and Knowledge Requirement, and Job Satisfaction of Dietitians and Nutrition Teachers according to the School Types in Busan

Korean J Community Nutr. 2014;19(2):198-211. Published online April 30, 2014

DOI: https://doi.org/10.5720/kjcn.2014.19.2.198

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The use Frequency and Amount of Food Sources of Sodium and Knowledge Requirement, and Job Satisfaction of Dietitians and Nutrition Teachers according to the School Types in Busan

Table 1

General characteristics according to the school types in Busan

1) Determined by independent sample F test of equality of the means or chi-square tests of differences in proportions

2) N (%)

3) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01, ^***: p < 0.001

Table 2

Importance and the most difficult area according to the school types in Busan

1) N (%), ^*: p < 0.05

Table 3

Recognition of school foodservice and processed food according to the school types in Busan

1) N (%)

^**: p < 0.01, ^***: p < 0.001

Table 4

The amount, frequency and sodium content of sodium source according to the school types in Busan

1) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01, ^***: p < 0.001

Table 5

Ranking of food sources by sodium content according to the school types in Busan

1) Cumulative percentage

Table 6

The frequencies of dessert intakes and reasons for not providing fruits according to the school types in Busan

1) Mean ± SD

2) N (%)

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01

Table 7

Knowledge requirement according to the school types in Busan

1) Mean ± SD (A 5-point scale was used from 1: very unnecessary to 5: very necessary.)

abc: Means with different superscripts (a~c) within a row are significantly different from each at χ = 0.05 by Duncan's multiple range test.

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 8

Job satisfaction levels according to the school types in Busan

1) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 9

Correlation coefficients between Knowledge requirement and Job satisfaction according to the school types in Busan

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 1 General characteristics according to the school types in Busan

1) Determined by independent sample F test of equality of the means or chi-square tests of differences in proportions

2) N (%)

3) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01, ^***: p < 0.001

Table 2 Importance and the most difficult area according to the school types in Busan

1) N (%), ^*: p < 0.05

Table 3 Recognition of school foodservice and processed food according to the school types in Busan

1) N (%)

^**: p < 0.01, ^***: p < 0.001

Table 4 The amount, frequency and sodium content of sodium source according to the school types in Busan

1) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01, ^***: p < 0.001

Table 5 Ranking of food sources by sodium content according to the school types in Busan

1) Cumulative percentage

Table 6 The frequencies of dessert intakes and reasons for not providing fruits according to the school types in Busan

1) Mean ± SD

2) N (%)

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^**: p < 0.01

Table 7 Knowledge requirement according to the school types in Busan

1) Mean ± SD (A 5-point scale was used from 1: very unnecessary to 5: very necessary.)

abc: Means with different superscripts (a~c) within a row are significantly different from each at χ = 0.05 by Duncan's multiple range test.

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 8 Job satisfaction levels according to the school types in Busan

1) Mean ± SD

abc: Means with different superscripts (a~c) within a row are significantly different from each at α = 0.05 by Duncan's multiple range test.

^*: p < 0.05, ^**: p < 0.01, ^***: p < 0.001

Table 9 Correlation coefficients between Knowledge requirement and Job satisfaction according to the school types in Busan