Health promotion and teacher performance within distance learning through the sustainability-based action teacher model

Abstract
Purpose – This paper describes the effectiveness of the sustainability-based action teacher model in distance learning, focusing on health and teacher performance.
Design/methodology/approach – In this quasi-experimental research, 34 primary school teachers (B accredited) from three areas participated in a one-group pretest–posttest design. Health parameters (blood pressure, blood sugar and uric acid) and performance indicators (knowledge, performance observation, satisfaction and self-expectation) were compared before and after the intervention using a T-test. Consistency acrossregions was analyzed using one-way ANOVA. Ethical approval was obtained from the Committee of theFaculty of Medicine, Udayana University, in line with the Helsinki Declaration. Findings – Health checks (blood pressure) and clinical laboratory results (blood sugar and uric acid) showed a decrease, with varying supportive factors. Cognitive function results remained in the normal category. Furthermore, nutritionalstatus,seen fromthe bodymassindex, waist-to-hip ratio andwaist-to-heightratio,showed that the proportion of decrease was greater than the increase. Teacher performance, assessed through knowledge tests, performance observations and self-satisfaction and expectations, showed significant improvement.
Research limitations/implications – The program was conducted through group remote learning. The maintenance phase in the transtheoretical model was only partially achieved, and the termination phase was not yet reached.