학교건강증진을 위한 초‧중‧고등학교 연구부장 및 교육과정 관련 담당 부장교사의 건강증진교육 중요도와 난이도에 대한 인식

초록

Purpose: This study aimed to examine the perceived importance and difficulty of health promotion education among curriculum directors and coordinators in elementary, middle, and high schools and to identify school-level characteristics of health promotion education by classifying topics into four quadrants based on the mean scores of perceived importance and difficulty. Methods: A descriptive cross-sectional survey was conducted with 104 teachers serving as curriculum directors or curriculum coordinators in elementary, middle, and high schools in South Korea. The data were collected online from September 22 to 26, 2025. Participants rated the perceived importance and difficulty of 25 topics across eight domains using 5-point Likert scales. Topics were classified into four quadrants depending on the mean scores of perceived importance and difficulty for each school level. Results: Elementary school curriculum directors and coordinators perceived sexual health as the most important domain, whereas those in middle and high schools perceived health risk behaviors as the most important. Sexual health was perceived as the most difficult domain in both school groups. Social-emotional health, sexual health, and first aid were commonly classified into the high-importance/high-difficulty quadrant. No topics were identified in the low-importance/high-difficulty quadrant in the elementary school group, whereas five were identified in the middle and high school groups. Health and health determinants, life-course health management, healthy weight maintenance, and environmental health were classified into the low-importance/low-difficulty quadrant. Recognition of physical and emotional health signals, healthy eating, physical activity and exercise, and healthy lifestyle habits were classified into the high-importance/low-difficulty quadrant. Conclusion: Perceptions of the importance and difficulty of health promotion education varied by school levels. These findings provide evidence of school-level characteristics of health promotion education and suggest the need for school-specific support strategies, practical teacher training, curriculum-integrated approaches, and collaborative educational systems involving general teachers, school nurses, and other school professionals.

키워드