Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research

Table 4 Thematically created personal and professional FN construct groups

	Personal FN constructs *(No’ of papers measuring construct)*	Professional FN constructs *(No’ of papers measuring construct)*
Construct groups	• Dietary assessment (n = 41) • Nutrition knowledge (n = 33) • Nutrition attitudes (n = 15) • Food or eating habits and behaviours (n = 23) • Intentions, norms, perceived control, and competence (n = 5) • Nutrition practices, resources, and education (n = 7) • Food safety practices or knowledge (n = 5) • Teacher attitudes and/or eating behaviour at school (n = 12) • Dieting status/weight change behaviours (n = 9) • Culinary (n = 5) • Disordered eating, practices, attitudes, and behaviours (n = 5) • Body image (n = 7)	• Classroom practices and role modelling (n = 15) • School practices, attitudes, and beliefs (n = 18) • Education self-efficacy (n = 11) • Education intentions (n = 3) • Professional development/or resources used (n = 5) • Student focused knowledge (n = 6) • Barriers to teaching nutrition (n = 3) • Teaching characteristics and/or fidelity focus (n = 5)

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