Browsing by Author "Shih, Shu-Fang"

Now showing 1 - 2 of 2

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.
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.