The objective of this study was to identify differences in teacher perceptions of benefits, challenges, and preferences to different School Breakfast Program (SBP) service models. A survey instrument was developed, pilot tested, and then distributed electronically to K-12 teachers throughout the state of Utah, who were part of the Utah Education Association. Demographics and factors influencing SBP models in Utah were gathered. Frequencies and ANOVA tests were performed and a significance level of <0.01 was chosen to protect for multiple comparisons. Results indicated that traditional breakfast was the most preferred model with a mean score of 2.80 and breakfast in the classroom was the least preferred model by teachers with a mean of -1.32. Children not going hungry was identified as the greatest benefit (95.4%, n=352) to SBP and food waste was identified as the greatest challenge (45.8%, n=168). This study concluded that increased awareness and education amongst teachers regarding different models of SBP service could lead to increased efficiency, increased participation in SBP, decreased costs, decreased food waste, and increased academic performance and health benefits for students.
College and Department
Life Sciences; Nutrition, Dietetics, and Food Science
BYU ScholarsArchive Citation
Krueger, Emily Breanne, "Teacher Perceptions of School Breakfast Programs in Utah" (2017). All Theses and Dissertations. 6907.
teachers, School Breakfast Program, Utah, implementation, School Breakfast Program models