Table 1 Domains and content of a questionnaire measuring health promotion capacity
Health promotion capacity domain | No. of items included in final model | Key Content | Example of wording of item |
|---|---|---|---|
Knowledge development | 3 | • Systematic use of evidence-based knowledge | The school’s work on health promotion is based on a systematic use of knowledge |
• Collaboration takes place across the organization | |||
• Network of engaged employees is established | |||
Communication | 3 | • External communication on health promotion efforts | The school management has made efforts to create awareness on the school’s work on health promoting to the surrounding world |
• Daily focus on health promotion | |||
• Increased focus on health promotion after the VET reform | |||
Resources | 5 | • Not enough time to work with health promotion | The school’s employees have enough time to work with health promotion |
• Enough staff has time allocated | |||
• Enough finances are allocated | |||
• Health promotion is not prioritized | |||
• The school has an overview over possible external stakeholders | |||
School-based leadership | 5 | • Support from management | The management support the employees’ work on health promotion |
• Clear goals and directions | |||
• Management believes health promotion is important for student motivation and learning | |||
• Assigned leaders advocate for health promotion | |||
• Health promotion activities are initiated by leaders | |||
Teaching staff | 2 | • Employees are involved | Employees are involved in development of or decisions on health promotion activities |
• Employees have influence | |||
Students | 2 | • Students are involved | Students are involved in development of or decisions on health promotion activities |
• Students have opportunities to improve own health during school |