Relationship of Preschool Teachers' Food Skills addressing Food Neophobia and Training Moderation: Structural Equation Model

Abstract

Food neophobia can significantly impact children's learning outcomes and overall well-being. However, the specific food skills competencies required to address food neophobia (FSFN) are often complex, and overlooked, particularly in the context of preschool education. This study aims to develop a framework of FSFN tailored for government preschool teachers in Malaysia, who are trained to work with children from aged 4 to 6 years. By employing the Iceberg Model domains, the framework investigates the relationships between technical skills (TC), nontechnical skills (NT), personality traits (PT), self-concept (SC), and motives (MV) pertaining to FSFN. Additionally, the study explores the moderating effect of food skills training on these interrelationships. A sample of 351 government preschool teachers in Malaysia participated in the study, utilizing a predictive-causal research design. findings demonstrate that both PT and SC significantly and positively influence teachers' TC and NT related to FSFN competencies. However, the study found no evidence to suggest that the presence of food skills training moderates these relationships. FSFN framework was proved reliable, valid, and possessed sufficient predictive relevance for measuring both TC and NT. It holds potential for replication and offers valuable insights for informing future research endeavors in this area.