94% of researchers rate our articles as excellent or good
Learn more about the work of our research integrity team to safeguard the quality of each article we publish.
Find out more
ORIGINAL RESEARCH article
Front. Public Health
Sec. Public Health Education and Promotion
Volume 13 - 2025 | doi: 10.3389/fpubh.2025.1414277
The Development and Validation of the Health Literacy Questionnaire for Kindergarten Teachers
Provisionally accepted- 1 Other, ?? ??, China
- 2 China West Normal University, Nanchong, China
- 3 Chengdu University of Arts and Sciences, 四川成都, China
Background: Health literacy profoundly influences individuals' health development. As pivotal figures in shaping young children's well-being and delivering health education in kindergartens, kindergarten teachers are essential. Yet, assessing their health literacy remains challenging due to a scarcity of evaluation tools. Methods: Based on existing research, the initial questionnaire was developed through interviews, summaries, and reviews. A total of N = 120 (Mage = 27.19 SD = 6.75, 94.2% female) kindergarten teachers participated in item analysis and exploratory factor analysis (EFA). N = 642 (Mage = 28.12 SD = 5.77, 89.7% female) kindergarten teachers were involved in confirmatory factor analysis (CFA) and reliability analysis. Results: The questionnaire on the health literacy of kindergarten teachers consists of 30 items in four dimensions: health concept, health behavior, health ability, and health knowledge. In the EFA, the cumulative variance contribution rate reached 61.220%. The CFA indicators satisfied the fit criteria, indicating a well-fitted model (χ2/df = 1.945, CFI = 0.956, TLI = 0.952, SRMR = 0.034, RMSEA = 0.038). The reliability analysis indicated that Cronbach's α, McDonald's ω, and split-half reliability all exceeded 0.8. Conclusion: The Health Literacy Questionnaire for kindergarten teachers, with its strong reliability and validity, serves as a valuable assessment tool for this group's health literacy.
Keywords: Kindergarten Teachers, Health Literacy, Reliability, validity, Health Education
Received: 09 Apr 2024; Accepted: 18 Feb 2025.
Copyright: © 2025 Ying, Dehua and Songwei. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Yang Dehua, China West Normal University, Nanchong, China
Wu Songwei, Chengdu University of Arts and Sciences, 四川成都, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.