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Abstract：
BACKGROUND: Promotion of health literacy is an important goal in the context of promoting whole school health. Physical education teachers are of particular importance in achieving this goal. However, very limited empirical studies have addressed the health literacy of physical education teachers. This research aimed to test the structural validity and reliability of the HLS19-Q12, to measure health literacy among physical education teachers, and to evaluate associations of health literacy with health- and lifestyle-related indicators.
METHODS: We conducted a cross-sectional study of Lithuanian physical education teachers. The participants completed a self-administered online survey that collected information on socio-demographics and health literacy (HLS19-Q12 for general health literacy and the optional package HLS19-DIGI to measure digital health literacy) as well as health behavior.
RESULTS: A total of 332 participants completed the survey. The HLS19-Q12 demonstrated acceptable internal consistency (Cronbach\'s α of 0.73 and McDonald\'s ω of 0.75) and satisfactory structural validity (CFI = 0.924, TLI = 0.917, RMSEA = 0.081). Participants had an average score of 85.09 (SD = 17.23) when using the HLS19-Q12, with 19.3% and 48.8% displaying excellent and sufficient levels of health literacy, respectively. Regression analyses revealed that a higher level of health literacy was significantly associated with better health evaluation (β = 0.15, p < 0.01), but no significant association was found with other health behavior and lifestyle indicators.
CONCLUSIONS: Overall, the results suggest that teachers\' general health literacy is relatively high. Our findings highlight the importance of conducting more in-depth studies to pursue the understanding of the whole school teachers\' health literacy.
METHODS: We conducted a cross-sectional study of Lithuanian physical education teachers. The participants completed a self-administered online survey that collected information on socio-demographics and health literacy (HLS19-Q12 for general health literacy and the optional package HLS19-DIGI to measure digital health literacy) as well as health behavior.
RESULTS: A total of 332 participants completed the survey. The HLS19-Q12 demonstrated acceptable internal consistency (Cronbach\'s α of 0.73 and McDonald\'s ω of 0.75) and satisfactory structural validity (CFI = 0.924, TLI = 0.917, RMSEA = 0.081). Participants had an average score of 85.09 (SD = 17.23) when using the HLS19-Q12, with 19.3% and 48.8% displaying excellent and sufficient levels of health literacy, respectively. Regression analyses revealed that a higher level of health literacy was significantly associated with better health evaluation (β = 0.15, p < 0.01), but no significant association was found with other health behavior and lifestyle indicators.
CONCLUSIONS: Overall, the results suggest that teachers\' general health literacy is relatively high. Our findings highlight the importance of conducting more in-depth studies to pursue the understanding of the whole school teachers\' health literacy.
摘要：
背景：促进健康素养是促进整个学校健康的重要目标。体育教师在实现这一目标方面尤为重要。然而,针对体育教师健康素养的实证研究非常有限。本研究旨在检验HLS19-Q12的结构效度和信度，以测量体育教师的健康素养，并评估健康素养与健康和生活方式相关指标的关联。
方法：我们对立陶宛体育教师进行了横断面研究。参与者完成了一项自我管理的在线调查，收集了有关社会人口统计和健康素养的信息（用于一般健康素养的HLS19-Q12和用于衡量数字健康素养的可选软件包HLS19-DIGI）以及健康行为。
结果：共有332名参与者完成了调查。HLS19-Q12表现出可接受的内部一致性（Cronbach'sα为0.73，McDonald'sω为0.75）和令人满意的结构有效性（CFI=0.924，TLI=0.917，RMSEA=0.081）。使用HLS19-Q12时，参与者的平均得分为85.09（SD=17.23），其中19.3％和48.8％的参与者表现出良好和足够的健康素养水平，分别。回归分析显示,较高的健康素养水平与较好的健康评价显著相关(β=0.15,p<0.01)。但与其他健康行为和生活方式指标无显著关联.
结论：总体而言，结果表明，教师的总体健康素养相对较高。我们的发现强调了进行更深入的研究以追求对整个学校教师的健康素养的理解的重要性。
方法：我们对立陶宛体育教师进行了横断面研究。参与者完成了一项自我管理的在线调查，收集了有关社会人口统计和健康素养的信息（用于一般健康素养的HLS19-Q12和用于衡量数字健康素养的可选软件包HLS19-DIGI）以及健康行为。
结果：共有332名参与者完成了调查。HLS19-Q12表现出可接受的内部一致性（Cronbach'sα为0.73，McDonald'sω为0.75）和令人满意的结构有效性（CFI=0.924，TLI=0.917，RMSEA=0.081）。使用HLS19-Q12时，参与者的平均得分为85.09（SD=17.23），其中19.3％和48.8％的参与者表现出良好和足够的健康素养水平，分别。回归分析显示,较高的健康素养水平与较好的健康评价显著相关(β=0.15,p<0.01)。但与其他健康行为和生活方式指标无显著关联.
结论：总体而言，结果表明，教师的总体健康素养相对较高。我们的发现强调了进行更深入的研究以追求对整个学校教师的健康素养的理解的重要性。
