Table 4 Illustrative examples for the category of school factors.
Categories | Illustrative excerpt | Participants (no.) |
|---|---|---|
B1. Support and importance by the school | In some schools, the main task of PE is to teach motor skills. Especially in schools emphasizing academic achievement, PE is often marginalized. Under such circumstances, PE teachers receive little support for health communication and may even be criticized for doing work considered irrelevant.” | 1, 2, 3, 4, 5, 6, 7, 9, 11, 12 |
B2. Implementation of relevant training programs | Formal learning and informal learning are distinct in nature. Informal learning, such as through social media, involves randomly acquiring information on health communication, often without assurance of its accuracy. On the other hand, formal learning through school training programs follows a systematic approach and provides more reliable information. Therefore, I believe that to enhance health communication competence, schools and institutions should prioritize providing PE teachers with relevant formal training opportunities. | 4, 6, 7, 9, 11, 12 |
B3. Availability of facility support in school | PE teachers to implement health communication must need related infrastructure, if local school does not put money in it, it is nearly impossible for PE teachers themselves to pay all the devices or equipment. | 1, 2, 3, 4, 5, 6, 7, 9, 11, 12 |
B4. Working Environment | If the colleagues around you consistently express dissatisfaction with health communication and do not acknowledge their responsibility in this aspect of their job, it’s easy to become influenced by their negative mindset. This effect becomes even stronger when the institution as a whole or the principals ignore or undervalue the importance of health communication practices. In such situations, it can be challenging to assert your influence or advocate for health communication effectively. | 9, 11, 12 |
