Date of Conferral
1-7-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Grace Lappin
Abstract
This study addressed the challenges faced by many Grades K–3 teachers in north central Georgia in consistently implementing mandated health education curriculum goals (Villegas et al., 2021). The purpose of this basic qualitative study was to explore teachers’ perspectives on the barriers to consistent health education delivery in elementary schools. The study was guided by the concerns-based adoption model, which provided a framework for understanding how teachers navigate changes in curriculum and instruction. The key research questions focused on identifying the specific challenges teachers encounter in implementing health education and their perceived needs for support. Semi structured interviews were conducted with 12 K–3 teachers, and the collected data were analyzed inductively, revealing nine recurring themes related to training deficiencies, lack of time, inadequate materials, and competing academic priorities. The findings underscored the need for targeted professional development, improved resources, and better alignment of health education with broader curriculum goals. These results have important implications for policymakers and educational leaders, suggesting that addressing these barriers will help improve the quality and consistency of health education in early grades, ultimately enhancing student health outcomes.
Recommended Citation
Baker, Ashley, "Teachers' Perspectives of Mandated Health Education Curriculum Goals in Grades K-3" (2025). Walden Dissertations and Doctoral Studies. 16891.
https://scholarworks.waldenu.edu/dissertations/16891
