Abstract
This cross-sectional study examined the relationships of fourth-grade teachers' (n = 20) body mass index, cooking attitudes and behaviors, and the Satter eating competence inventory (ecSI 2.0) with their attitudes toward Fuel for Fun classroom tasting lessons. Teachers who liked to cook rated student engagement with the lessons and student application of academic skills higher than teachers who do not like cooking (P < .02, P < .01, respectively). Teacher body mass index was inversely associated with their ratings of student engagement (P < .03). Findings support inclusion of teacher nutrition-related attitudes and behaviors in the evaluations of healthful eating interventions of school-aged children.