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

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 across regions was analyzed using one-way ANOVA. Ethical approval was obtained from the Committee of the Faculty 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, nutritional status, seen from the body mass index, waist-to-hip ratio and waist-to-height ratio, 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. Social implications The model fosters teachers’ awareness and motivation, facilitating behavioral changes in health and performance, thus addressing the challenges of achieving sustainable development in education. Originality/value Health promotion intervention model that integrates health literacy with teacher competencies. This research contributes to improving physical health, cognitive function, nutritional status and teacher performance.