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Background <p>Teachers play a&#xa0;key role in health promotion, yet they are faced with a&#xa0;range of expectations. This study aimed to investigate how primary school teachers in Vorarlberg perceive their role in school health promotion.</p> Methods <p>Seven discursive–dialogical interviews were conducted with teachers using a&#xa0;semi-structured interview guide. The transcripts were analysed using content analysis according to Kuckartz and Rädiker with the MAXQDA 2024 software.</p> Results <p>Teachers view health promotion as an integral part of their work, yet there are concerns regarding curricular requirements. Attributions of responsibility vary depending on guidelines, personal values and socioeconomic context. Key barriers include lack of time, organisational effort, limited resources and low parental participation.</p> Conclusion <p>Intra-, inter- and person-role conflicts are evident in relation to the topic of health promotion. The resulting increased demands are predictive of stress and reduced effectiveness, and could reinforce the tendency to prioritise measurable mandatory tasks. Accordingly, support measures should be implemented both in the short term (e.g. supervision, further training) and in the long term through multiprofessional collaboration. Furthermore, curriculum-related policy measures should be piloted and evaluated.</p>

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Lehrpersonen und schulische Gesundheitsförderung

  • 期刊论文

  • 发表日期：

    2026年7月31日

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  • Elisabeth Stanglechner,
  • Anja Kepplinger

摘要

Background

Teachers play a key role in health promotion, yet they are faced with a range of expectations. This study aimed to investigate how primary school teachers in Vorarlberg perceive their role in school health promotion.

Methods

Seven discursive–dialogical interviews were conducted with teachers using a semi-structured interview guide. The transcripts were analysed using content analysis according to Kuckartz and Rädiker with the MAXQDA 2024 software.

Results

Teachers view health promotion as an integral part of their work, yet there are concerns regarding curricular requirements. Attributions of responsibility vary depending on guidelines, personal values and socioeconomic context. Key barriers include lack of time, organisational effort, limited resources and low parental participation.

Conclusion

Intra-, inter- and person-role conflicts are evident in relation to the topic of health promotion. The resulting increased demands are predictive of stress and reduced effectiveness, and could reinforce the tendency to prioritise measurable mandatory tasks. Accordingly, support measures should be implemented both in the short term (e.g. supervision, further training) and in the long term through multiprofessional collaboration. Furthermore, curriculum-related policy measures should be piloted and evaluated.