ELIZABETH BRENNAN QUIRK: Evaluating the Implementation of School Wellbeing Policies as Measured by Organizational Readiness for Change Theory. A school wellness policy has been established to help reduce the prevalence of overweight and obesity. An analysis of a school's organizational readiness for change to fully implement wellness policies could identify areas that are.
METHODS: This pilot study included 21 participants, all of whom served as a school wellness coordinator at either the district or school level in Mississippi. RESULTS: Results of this research found that school wellness coordinators still do not have full awareness of job responsibilities for overseeing a school wellness program. Conclusions supported the presence of school administrative leadership, uncertainty about positive outcomes of wellness programs, insufficient funding and resources for wellness programs, and unclear school wellness.
INTRODUCTION
The Organizational Readiness to Change (ORC) theory, as defined by several researchers, is collectively the mental and physical state of readiness of an organization and its members (Hannon et. al, 2017; Weiner, 2009). This theory has been used to address the implementation and success of health and wellness programs in organizations and consists of the following constructs: context, change commitment, change effectiveness, change related, change valence, and informational assessment (Hannon et. al, 2017) . These constructs focus on critical components that can be applied to workplaces, including schools, to assess their readiness for change and adaptation to wellness policies.
There has been research on workplace wellness programs that use ORC, but there is a lack of research on ORC wellness programs in schools. This research was conducted with the aim of analyzing wellness programs in schools and applying the ORC theory in a school setting. This survey was conducted with twenty-one wellness coordinators in Mississippi schools using a variety of questions representing each of the four ORC constructs.
LITERATURE REVIEW
School wellness policies provide structure that enables schools to facilitate a culture of health and well-being for not only students, but also teachers and staff. For transparency, it is proposed that school wellness policies be placed on the school and district website for public access. The presence of school attendance policies in schools could promote school well-being among teachers and staff.
The lack of communication can lead to the needs of school wellbeing policy being underestimated. Although the law had a federal mandate, there was still a gap in not only the presence, but also the quality of school wellness policies in schools (Budd, Schwartz, Yount, & Haire-Joshu, 2009). Under the guidance of the ORC, questions were developed to measure the implementation of the well-being policy in schools.
One of the objectives of school welfare legislation, although not required, is to encourage school boards to do so. Similarly, there was also a low response to the presence of a school health council, which is also one of the HHFKA (2010) regulations within the school wellness policy. A crucial part of a successful school welfare policy is the active leadership of the school board.
Based on the responses of SWCs, school wellness policies are considered a positive idea within schools and among the teachers and staff. The school wellness policies serve no purpose if they are not actually implemented by school administration. One of the most notable conclusions of the research was the presence of strong leadership supporting the efforts of school wellness programs.
Each of these requirements will increase positive outcomes of school wellness policies being incorporated into the school environment. A potential solution for supporting successful implementation of school wellness policies includes community involvement in the schools. However, some may feel uncomfortable answering if they agree or disagree with some of the questions regarding school wellness policies.
My school has a wellness coordinator who is responsible for overseeing school wellness programs for teachers/staff. Bigger ≠ Better: The comprehensiveness and strength of school wellness policies varies by school district size.
METHODOLOGY
RESULTS
About 75% of participants agreed that their school administration encouraged teachers and staff to participate in wellness programs and model healthy behaviors. Overall, based on responses, it appears that school administration is generally committed to teacher/staff participation in wellness programs. Slightly more than half (61.9%) of the SWCs that participated in this research responded that teachers in their schools are given time to participate in wellness programs.
My school administration encourages teachers/staff to model physical activity behaviors while at school (i.e. in the classroom, on the playground). Wellness program participation is important in successful implementation of policies to include teachers and staff in the program. Regarding commitment to wellness program implementation and success, responses showed that more than half (62.0%) of SWCs responded they were committed to the program.
Teachers are allowed to take time during the work day to participate in wellness programs. Findings showed that more than half (57.1%) of SWCs agreed that teachers and staff actively participate in wellness program activities. A fourth (28.6%) of the responses reflected that the SWCs did not agree that teachers and staff participate in wellness programs.
Our school has sufficient financial resources to support a wellness program for teachers/staff. program activities for teachers/staff. My school has a Wellness Coordinator who is able to run wellness program activities or teacher/staff events. When my school administration implements a new program or policy change, training resources are available.
When a new program or change is introduced, my school administration measures its success by looking.
DISCUSSION
Time must be set aside for teachers and staff to feel part of the wellness programs. Half of the participants neither agreed nor disagreed with having a wellness champion, and this could indicate that. This particular finding may indicate that school administration rather than teachers/staff are responsible for the wellness program.
When asked about the school administration's commitment to the wellness program, researchers found that there was the strongest disagreement in the construct, with nearly half of the participants disagreeing either way. When asked about personal commitment of the SWCs to wellness programs for teachers and staff, more than half responded that they agreed to some level. Those who agreed to have a wellness coordinator who actively supports wellness programs for teachers and staff reflect the intent of the HHFKA (2101) legislation.
When asked about this, more than half of the participants answered that they neither agreed nor disagreed. Almost two-thirds of the coordinators who participated in this study answered that they neither agreed nor disagreed that their school had a wellness and/or school health committee. The rest of the participants agreed at some level, again suggesting the idea that those who are indifferent simply have not fully implemented wellness programs within their schools.
Inadequate funding for the implementation of new policies within the school will prevent any progress by the teachers and staff to readily adapt to a modified system. Their designated position is to ensure that wellness policies are implemented, and they are supposed to oversee the success of the implementation. These perceptions reflect ORC theory because the success of wellness policies within a school is determined by the enforcement of the administrative.
School boards encourage teachers and staff, which is an important factor in demonstrating positive leadership and oversight of policy success.
CONCLUSION
School and community leaders must work together to combine resources in developing wellness facilities and programs that benefit all involved. School administrators and school wellness coordinators should be informed of free resources available through their state and federal government agencies as well as through professional organizations that provide guidance for implementing successful school wellness policies. Additionally, research based on the results of this study is needed to analyze support for school wellness programs and community involvement.
This research receives funding from the Sally McDonnell Barksdale Honors College at the University of Mississippi in the form of a $500 grant. We are surveying district and school health coordinators to assess their school leadership, support for wellness programs, engagement and commitment to the wellness program, and the wellness program. My school administration encourages teachers/staff to model healthy eating/drinking behaviors while at school (ie in the classroom, cafeteria).
My school administration encourages teachers/staff to model physical activity behaviors while at school (ie in the classroom, on the playground). My school administration provides opportunities for physical activity for all teachers/staff (ie walking path, using school exercise equipment). I would first contact your school district wellness coordinator and then the school wellness coordinators (if any) to have him or her fill out a questionnaire about the school wellness policies and answer a few specific questions about those policies.
In return, we will provide you with an executive report on research findings on school wellness policies and programs in these three states. For research purposes, may I send you an email with the research information I just described and my request that you contact your district's school wellness coordinator. You would then respond to my request with your approval and the contact information for your district's School Wellness Coordinator.
I would like you to complete a questionnaire about school wellness policies and answer some specific questions about those policies. I would then like you to send the survey link only to your school wellness coordinators (if any) in your schools. In return, we will provide you with a comprehensive report on the research outcomes of school wellness policies and programs across these three states.
