Perceptions of teachers about implementing the national school nutrition programme

This article explores the perceptions of teachers about their role to implement the national school nutrition programme in the Harry Gwala District KwaZulu-Natal. This article originated from my Ph.D. study in which a qualitative research design with a sample of teachers was used, and nutrition coordinators who play a primary role in the school nutrition programme. Data was collected through individual interviews and document analysis. The study findings indicated that teachers perceived their role to interact with learners during feeding time as necessary in order to achieve the main objectives of the programme. The findings secondly indicated that teachers have a perception that their monitoring and supervision role ensured that there is a great need to check food stuff delivered by service providers as the key to ensure smooth running of the school nutrition programme, the findings thirdly emphasis that, teachers perceived as their role to ensure that all learners at school benefit from the programme. The findings also heighted that teachers were demotivated by unavailability of feeding equipment in their role to implement the school nutrition programme. The study also assert that school teachers had a perception that smooth running of the school nutrition programme depends on their proper management and administration of the programme. The study also find that teachers perceived safety and security on school nutrition programme as the most challenging aspect on their role to implement the programme. It was also discovered that the duty to that the service providers, Volunteer Food Handlers are not paid on time is also perceived as a barrier to programme implementation. Teachers have a perception that food for learners should be prepared and served under hygienic conditions even if the infrastructure if poorly developed. This study has a meaningful contribution to the entire implementation of the national school nutrition programme, and also fill the gap on how teachers perceive their role in the implementation of the school nutrition programme.