Browsing by Author "Liao, Li-Ling"

Now showing 1 - 4 of 4

Evaluation of the Health-Promoting School Supporting Network in Taiwan
(2015-07-01)
Liao, Li-Ling
;
Liu, Chieh-Hsing
;
Chang, Fong-Ching
;
Cheng, Chi-Chia J.
;
Niu, Yu-Zhen
BACKGROUNDTaiwan has advocated health-promoting schools (HPS) since 2001 and established the Health-Promoting School Supporting Network (HPSSN) in 2005 to offer administrative support and consultation. Respondents' opinions about HPSSN and the relationship between these perceptions and HPS implementation were examined. METHODSIn 2011, 800 primary and middle schools were selected through stratified random sampling. School staff members (N = 656) in charge of HPS programs reported their impressions of the HPSSN's support. RESULTSRespondents were most satisfied with consultants and schools' recognition of responsibilities and rules and their interactions with HPSSN administrators. They were least satisfied with the extent of their HPSSN consultant interaction and believed HPSSN provided insufficient resources to establish HPS. Respondents' consultant partnerships and satisfaction with HPSSN administration significantly predicted HPS implementation. Additionally, the predictive values of healthy policies and school-community relationships were greater than the other 6 HPS components. CONCLUSIONSHPSSN positively influenced HPS implementation; however, consultant/school partnerships and school resource allocations must be improved.
Expanding school-district/university partnerships to advance health promoting schools implementation and efficacy in Taiwan
(2015-08-01)
Liu, Chieh-Hsing
;
Chang, Fong-Ching
;
Liao, Li-Ling
;
Niu, Yu-Zhen
;
Cheng, Chi-Chia
In 2011, the Taiwan government expanded its support of school-district/university partnership programs that promote the implementation of the evidenced-based Health Promoting Schools (HPS) program. This study examined whether expanding the support for this initiative was effective in advancing HPS implementation, perceived HPS impact and perceived HPS efficacy in Taiwan. In 2011 and 2013, a total of 647 and 1195 schools, respectively, complemented the questionnaire. Univariate analysis results indicated that the HPS implementation levels for six components were significantly increased from 2011 to 2013. These components included school health policies, physical environment, social environment, teaching activities and school-community relationships. Participant teachers also reported significantly greater levels of perceived HPS impact and HPS efficacy after the expansion of support for school-district/university partnership programs. Multivariate analysis results indicated that after controlling for school level, HPS funding and HPS action research approach variables, the expansion had a positive impact on increasing the levels of HPS implementation, perceived HPS impact and perceived HPS efficacy.
Facilitating the implementation and efficacy of health-promoting schools via an action-research approach in Taiwan
(2014-06-01)
Chang, Fong-Ching
;
Liu, Chieh-Hsing
;
Liao, Li-Ling
;
Niu, Yu-Zhen
;
Cheng, Chi-Chia
Taiwan launched its evidence-based health-promoting school (HPS) program via an action-research approach in 2010. The program featured a collaborative partnership between schools, local education authorities and university support networks. This study was focused on examining whether an HPS action-research approach was effective in advancing HPS implementation, perceived HPS impact and perceived HPS efficacy in Taiwan. In 2011, questionnaires were sent to 900 sample schools in Taiwan. A total of 621 schools returned the questionnaire, including 488 primary schools and 133 middle schools. The response rate was 69%. This study compared the difference in HPS implementation status, perceived HPS impact and perceived HPS efficacy between those schools that had implemented action-research HPS (138 schools) and those that had not (483 schools). The univariate analysis results indicated that the HPS implementation levels for components that included school health policies, physical environment, social environment, teaching activities and school-community relations were significantly higher in action-research schools than in non-action-research schools. Teachers in action-research schools reported significantly higher levels of HPS impact and HPS efficacy than non-action-research schools. The multivariate analysis results indicated that after controlling for school level and HPS funding, the HPS action-research approach was significantly positively related to greater levels of HPS implementation, perceived HPS impact and perceived HPS efficacy.
Health-promoting schools in Taiwan: School principals' and teachers' perspectives on implementation and sustainability
(2019-03-01)
Liu, Chieh-Hsing
;
Chang, Fong-Ching
;
Liao, Li-Ling
;
Niu, Yu-Zhen
;
Cheng, Chi-Chia
Objective: This study assessed school principals' understanding, attitudes and willingness to influence the implementation of the health-promoting schools (HPS) programme in Taiwan and teachers' willingness to sustain it. Method: In 2014, a total of 1,140 school principals and 1,110 teachers (HPS coordinators) completed questionnaires concerning their perspectives on implementation and sustainability. Results: Compared with teachers, school principals reported higher levels of willingness to sustain HPS implementation. School principals' levels of understanding of HPS and willingness to sustain it were significantly associated with higher levels of HPS implementation and an increase in teachers' willingness to sustain HPS implementation. Conclusion: School principals' understanding and willingness to support are central to the effective implementation and sustainability of initiatives such as HPS.