Abstract:

Objective During the early school period, teachers are in an important role model position in acquiring Healthy Lifestyle Behaviors (HLB) habits. Therefore, our study aimed to determine the HLB habits of teachers working in Diyarbakır-Silvan district center. Material and Method The cross-sectional study population consisted of 1075 teachers working in Diyarbakır-Silvan district center and affiliated village schools. We included every teacher who agreed to participate in the study without sampling, as our study universe was chosen as the entire district. The accessibility rate in our study was 85% (n=914). Healthy lifestyle behaviors were measured by the Healthy Lifestyle Behaviors Scale-II. The scale has six sub-dimensions: spiritual development, health responsibility, physical activity, nutrition, interpersonal relationships, and stress management. Results The mean age was 29.7±4.9, and 492 (53.8%) were male. The mean HLB score was 128.0±21.0 in all participants. When we examine the sub-parameters, the highest score was in the spiritual development factor (26.0±4.5), and the lowest average score was in the physical activity factor (16.4±4.7). In addition, the HLB scale total score was significantly higher in the 20-29 age group (p=0.048), single/widowed (p=0.009), 0-10 years of employed (p=0.007), non-smokers (p=0.007), kindergarten teachers (p=0.006), those with a good perception of the economic situation (p<0.001). Not smoking, good perception of the financial situation, and the teacher's branch significantly affect healthy lifestyle behaviors (p=0.034, p<0.001, p=0.031, respectively). Conclusion In our study, the HLB score average was moderate in the teachers working in Diyarbakır-Silvan District. The most significant factor was cigarette smoking which negatively contributes to the HLB score. Exercise scores were lower in the female gender, married marital status, and chronic disease. Appropriate programs should be planned for teachers to cease smoking and increase physical activity levels.

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