Boyoung Hur; Injoo Choi; Meeyoung Kim; Jinwook Kwon; Jiyoung Lee; Jihyun Yoon

doi:10.5720/kjcn.2017.22.5.401

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Current Status of Parents' Monitoring of and Level of Trust in School Lunch Programs: Boyoung Hur, Injoo Choi, Meeyoung Kim, Jinwook Kwon, Jiyoung Lee, Jihyun Yoon; Korean Journal of Community Nutrition 2017;22(5):401-412.
DOI: https://doi.org/10.5720/kjcn.2017.22.5.401
Published online: October 31, 2017

¹Department of Food and Nutrition, Seoul National University, Seoul, Korea.

²Research Institute of Human Ecology, Seoul National University, Seoul, Korea.

³Wonjong Elementary School, Bucheon, Korea.

⁴Korean Educational Development Institute, Jincheon, Korea.

Corresponding author: Jihyun Yoon. Department of Food and Nutrition, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul 08826, Korea. Tel: (02) 880-8750, Fax: (02) 884-0305, hoonyoon@snu.ac.kr

• Received: August 29, 2017 • Revised: October 27, 2017 • Accepted: October 31, 2017

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
REFERENCES

Abstract

Objectives
The purpose of this study was to investigate the current status of parents' monitoring of school lunch programs and to examine the relationship of parents' school lunch monitoring with their level of trust in school lunch programs.
Methods
During November 2016, a web survey was conducted with 1,283 parents who had participated in monitoring of school lunch programs. A total of 621 parents completed the questionnaires (48.4% response rate) and the responses from 442 parents were analyzed (34.5% analysis rate) for elementary (n=196) and middle/high school parents (n=246), respectively.
Results
Both the elementary and middle/high school parents most wanted to participate in monitoring 1~2 times per month, which was less frequent than their current practice. They showed the highest experience rate in ‘food sanitation’ area in both the prior training and actual practice of school lunch monitoring. They most responded ‘increasing trust in school lunch programs’ as a merit and ‘lack of parents participating in monitoring’ as a problem of school lunch monitoring. The average levels of trust did not differ between elementary and middle/high school parents. Multiple regression analyses showed that elementary school parents' level of satisfaction in the monitored school lunch programs was positively associated with the parents' level of trust in general school lunch programs. Monitoring frequency and parents' age, in addition to level of satisfaction in the monitored school lunch program, were associated with level of trust in general school lunch programs among middle/high school parents.
Conclusions
There was room for change in parents' school lunch monitoring programs to meet parents' needs better. Well-managed school lunch monitoring programs contributing to parents' satisfaction with school lunch programs could increase parents' level of trust in school lunch programs.
Keywords: school lunch; parents' participation; monitoring program; online survey

REFERENCES

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Table 1

General characteristics of responding parents

Table 2

Parents' practiced and desired frequencies of school lunch monitoring

1) By chi-square test

2) Comparison of practiced frequencies between elementary and middle·high school parents

3) Comparison of desired frequencies between elementary and middle·high school parents

4) Comparison between practiced and desired frequencies among elementary school parents

5) Comparison between practiced and desired frequencies among middle·high school parents

Table 3

Areas of parents' experience in prior training on and actual practice of school lunch monitoring

1) Multiple responses

Table 4

Merits and problems of school lunch monitoring, perceived by parents

1) Multiple responses

Table 5

Parents' perception about school lunch monitoring

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 6

Parents' level of satisfaction in the monitored school lunch programs

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 7

Parent' level of trust in school lunch programs in general

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 8

Variables included in multiple regression analyses

1) 5 point multi-item scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

2) Range from 0 to 9; Among receiving, storage, pre-preparation, cooking, food distribution, menu (food), food sanitation, facility sanitation, and personal sanitation

Table 9

Relationship of school lunch monitoring with level of trust in general school lunch programs: results of multiple regression analyses

1) 5 point multi-item scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

2) Range from 0 to 9; Among receiving, storage, pre-preparation, cooking, food distribution, menu (food), food sanitation, facility sanitation, and personal sanitation

Figure & Data

REFERENCES

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Current Status of Parents' Monitoring of and Level of Trust in School Lunch Programs

Korean J Community Nutr. 2017;22(5):401-412. Published online October 31, 2017

DOI: https://doi.org/10.5720/kjcn.2017.22.5.401

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Current Status of Parents' Monitoring of and Level of Trust in School Lunch Programs

Table 1

General characteristics of responding parents

Table 2

Parents' practiced and desired frequencies of school lunch monitoring

1) By chi-square test

2) Comparison of practiced frequencies between elementary and middle·high school parents

3) Comparison of desired frequencies between elementary and middle·high school parents

4) Comparison between practiced and desired frequencies among elementary school parents

5) Comparison between practiced and desired frequencies among middle·high school parents

Table 3

Areas of parents' experience in prior training on and actual practice of school lunch monitoring

1) Multiple responses

Table 4

Merits and problems of school lunch monitoring, perceived by parents

1) Multiple responses

Table 5

Parents' perception about school lunch monitoring

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 6

Parents' level of satisfaction in the monitored school lunch programs

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 7

Parent' level of trust in school lunch programs in general

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 8

Variables included in multiple regression analyses

1) 5 point multi-item scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

2) Range from 0 to 9; Among receiving, storage, pre-preparation, cooking, food distribution, menu (food), food sanitation, facility sanitation, and personal sanitation

Table 9

Relationship of school lunch monitoring with level of trust in general school lunch programs: results of multiple regression analyses

1) 5 point multi-item scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

2) Range from 0 to 9; Among receiving, storage, pre-preparation, cooking, food distribution, menu (food), food sanitation, facility sanitation, and personal sanitation

Table 1 General characteristics of responding parents

Table 2 Parents' practiced and desired frequencies of school lunch monitoring

1) By chi-square test

2) Comparison of practiced frequencies between elementary and middle·high school parents

3) Comparison of desired frequencies between elementary and middle·high school parents

4) Comparison between practiced and desired frequencies among elementary school parents

5) Comparison between practiced and desired frequencies among middle·high school parents

Table 3 Areas of parents' experience in prior training on and actual practice of school lunch monitoring

1) Multiple responses

Table 4 Merits and problems of school lunch monitoring, perceived by parents

1) Multiple responses

Table 5 Parents' perception about school lunch monitoring

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 6 Parents' level of satisfaction in the monitored school lunch programs

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 7 Parent' level of trust in school lunch programs in general

1) By independent t-test

2) 5 point scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

Table 8 Variables included in multiple regression analyses

1) 5 point multi-item scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

2) Range from 0 to 9; Among receiving, storage, pre-preparation, cooking, food distribution, menu (food), food sanitation, facility sanitation, and personal sanitation

Table 9 Relationship of school lunch monitoring with level of trust in general school lunch programs: results of multiple regression analyses

1) 5 point multi-item scale (1=Strongly disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree)

2) Range from 0 to 9; Among receiving, storage, pre-preparation, cooking, food distribution, menu (food), food sanitation, facility sanitation, and personal sanitation