Assessing the Self-Reported Level of Food Hygiene Knowledge and Practices Among Cookery Teachers in Northern Philippines

Abstract

In the Philippine basic education system, particularly in Technology and Livelihood Education (TLE) Cookery classes, teachers are at the forefront of promoting proper food hygiene. However, systemic challenges such as the absence of standardized policies, outdated training, and lack of resources hinder their effectiveness. To address this gap, this study aimed to assess the food hygiene knowledge and practices of cookery teachers and provides localized evidence to address the lack of division-level hygiene policies. A descriptive research design supported by qualitative interviews was employed. In total, 69 junior and senior high school cookery teachers from three school divisions in Ilocos Norte participated. A researcher-made survey questionnaire and an interview guide were used to gather data, which were analyzed using descriptive and inferential statistics. Participant testimonies were integrated to enrich the quantitative findings. Results showed high levels of food hygiene knowledge ($\overline{x}=$ 3.48; Highly Competent) and practices ($\overline{x}=$ 3.80; Highly Competent). Despite these strengths, notable gaps were identified in technical areas such as temperature control, cold storage, and specific aspects of personal hygiene. Interviews highlighted the need for a formal institutional hygiene policy to support teachers’ implementation of safe food-handling practices. All computed p-values were below 0.01, indicating significant correlations between demographic variables and both knowledge and practices. The correlation values ranged from r = 0.039 to r = 0.342, suggesting weak to moderate positive relationships and indicating that hygiene behaviors are influenced by multiple factors rather than demographics alone. Based on the findings, the study recommends institutionalizing the proposed policy brief, providing adequate resources, and implementing continuous professional development for Cookery teachers. The study’s scope is limited to Northern Philippines.

1. Introduction

Foodborne diseases (FBDs) continue to pose major public health risks in developing countries due to poor food handling practices, low public awareness of food safety standards, and inadequate infrastructure [1,2,3,4].

Additionally, these countries often fail to prioritize legal and economic measures to mitigate the impact of FBDs [2,5]. In educational settings, FBDs place both children and teachers at risk, with a lack of coordination between public agencies and schools contributing to the issue [1,2,6].

Hygiene is a cornerstone of disease prevention and its role in ensuring public and occupational health is well established. In the educational context, teachers, especially those handling food-related subjects such as Cookery, are expected to uphold and model hygienic practices. Despite this expectation, teachers often confront systemic and operational barriers that can undermine their effectiveness in fostering a hygienic environment [4,7,8]. While health education interventions have proven effective in instilling hygienic behaviors, such outcomes depend heavily on the resources and institutional support available to educators [8,9].

Global awareness of hygiene’s public health importance has increased, particularly in light of pandemic events like COVID-19. These situations highlighted the urgency of strengthening water, sanitation, and hygiene (WASH) infrastructure and practices in schools [1,10]. Nonetheless, in many developing nations, hygiene programs continue to face obstacles, such as a lack of differentiation between cleanliness and hygiene, as well as gaps in institutional support and infrastructure [11]. Studies from countries like Nepal and India have shown that hygiene knowledge does not always translate into practice, especially in low-resource settings where teachers are often the main promoters of healthy behaviors [12,13].

In vocational and culinary education globally, hygiene is not only a pedagogical responsibility but also a professional standard. Teachers are responsible for modeling proper food safety practices, supervising sanitation in food preparation tasks, and managing hygiene-related risks in real-time scenarios [14,15]. During the COVID-19 pandemic, for example, teachers in Indonesia played a vital role in disseminating hygiene-related information and enforcing preventive measures in school settings [1,16].

In the Philippines, Cookery is one of the specialized areas offered under the Home Economics (HE) strand of the Technology and Livelihood Education (TLE) component in the K to 12 Basic Education Program of the Department of Education (DepEd). This subject engages students in the practical art of food preparation and instills essential competencies related to food safety and service. Hygiene and sanitation are particularly emphasized within the curriculum, as these elements are vital in any food-related discipline to mitigate risks associated with FBDs [14,17,18,19,20].

The hands-on nature of Cookery education necessitates stringent standards of hygiene and sanitation as fundamental pillars of effective instruction. Such training is not only essential for classroom performance but also prepares learners for real-world food service environments. Research has shown that improper hygiene in food handling can significantly contribute to FBD outbreaks, highlighting the role that educators play in enforcing these critical practices [17]. Moreover, teachers in the culinary arts are tasked with the dual responsibility of imparting knowledge and presenting themselves as role models capable of demonstrating safe food-handling practices [14,20]. The emphasis on these competencies is a direct response to public health imperatives, as ensuring hygienic practices in school kitchens is vital—they safeguard both educational quality and community health [20,21].

However, despite its curriculum focus, hygiene-related challenges remain prevalent in Philippine schools. FBD outbreaks remain a pressing issue, with a considerable number linked to food served within school environments [4,18,19,20]. The burden of ensuring food safety often falls on teachers who may lack access to continuous professional development or standardized training modules in hygiene and sanitation. Refs. [1,2,6,18,19,20] reported that TLE teachers handling food-related subjects often rely on self-sourced or unofficial materials due to the scarcity of updated food safety education (FSED) resources, with many having attended fewer than three training sessions in the past ten years.

While various interventions—such as training, seminars, and instructional materials—may address gaps in hygiene education, this study proposes the development of a policy brief as the most strategic and sustainable solution. A policy brief serves as a concise, evidence-based tool that can inform school administrators, policymakers, and curriculum developers. It can translate general hygiene and food safety principles into specific, actionable guidance tailored to the realities faced by Cookery teachers in the classroom.

At present, there is no localized, concrete policy document that specifically addresses the practical application of hygiene and sanitation among Cookery teachers within the Philippine basic education system. While national laws such as the Food Safety Act of 2013 (Republic Act No. 10611) and the Code of Sanitation of the Philippines (Presidential Decree No. 856) establish general food safety guidelines, they do not provide detailed, instructional-level directives for educators teaching food-related subjects.

Despite the increasing emphasis on food safety in schools, no published study has specifically examined the food hygiene knowledge and practices of Cookery teachers in the Philippine basic education context. This lack of empirical evidence represents a significant gap, as Cookery teachers directly supervise food preparation activities. Addressing this gap constitutes the primary novelty and contribution of the present study.

In light of these concerns, this study seeks to assess the food hygiene knowledge and practices of TLE-HE teachers, particularly those handling Cookery subjects. The findings will serve as the foundation for developing a policy brief that aims to strengthen hygiene competencies among cookery teachers and to improve the quality of hygiene education in basic education. Recognizing the critical role teachers play in food safety education, this policy brief is intended to empower them with clear guidelines and resources—ultimately reducing FBD risks and promoting healthier, more hygienic learning environments.

2. Materials and Methods

2.1. Study Design and Setting

The study employed a descriptive research design combined with a Research and Development approach. It utilized various research instruments, including a survey questionnaire, and a structured interview guide. Data were collected from Cookery teachers and expert validators and were analyzed using descriptive statistics to determine levels of food hygiene knowledge and practices. Because the study relied on self-reported data, which may be prone to social desirability bias and over-reporting, qualitative interviews were incorporated to provide contextual validation and reduce potential inaccuracies. This limitation is acknowledged in the interpretation of the findings.

In total, 63 secondary schools from the three DepEd divisions of Ilocos Norte participated in the study. Since no existing policy document specifically guides hygiene and sanitation practices for Cookery teachers, the inclusion of schools from both rural and urban areas enabled the study to capture diverse contextual challenges. This broader representation allowed for a more comprehensive understanding of the factors influencing hygiene behavior and strengthened the evidence base needed for the development of a localized policy brief.

2.2. Study Population

The participants in this study involved a total of 69 participants from 63 secondary schools. They are the public school TLE teachers from junior high school (JHS) and senior high school (SHS) levels in the province of Ilocos Norte who are handling Cookery subjects for the Academic Year (AY) 2024–2025. This group was assigned to perform varied roles toward the attainment of the set research questions of this study. To qualify as respondents, TLE teachers must meet the following criteria: (1) must have majored in TLE, TVL, or related programs; (2) handle a Cookery subject in the public JHS and SHS; and (3) are willing to participate in the study. The Cookery teachers’ role in this study was to answer a survey questionnaire concerning their hygiene knowledge and practices. Their involvement spanned approximately two months and was essential in ensuring that the developed policy brief will be grounded in actual classroom and laboratory practices.

2.3. Sample Size Determination and Sampling Procedure

A universal sampling method was employed to select JHS and SHS Cookery teachers across the three school divisions to assess their food hygiene knowledge and practices. This approach was appropriate because the total population of Cookery teachers in the province was small and manageable, making full inclusion more accurate than estimating results through a smaller sample. Additionally, a random sampling technique was applied to select three JHS and three SHS Cookery teachers to participate in interview sessions. This subset ensured representation from all three DepEd school divisions in the province. The purpose of the interviews was to gain deeper insights into the teachers’ specific needs for improving food hygiene knowledge and practices. These sessions, conducted over a four-week period, provided qualitative data that helped validate self-reported responses and clarity areas where over-reporting or social desirability bias may have occurred.

Table 1 summarizes the socio-demographic profile of the respondents, showing that most are aged 26–35 years (62.50%) and predominantly female (76.56%). The majority hold a bachelor’s degree (84.38%) and possess TESDA certifications, most commonly Cookery NC II (42.19%) and Bread and Pastry Production NC II (37.50%). Most teach at the junior high school level (51.56%) with over three years of experience, yet a large majority (93.75%) have no formal food hygiene training. The high knowledge and practice scores can be justified by teachers’ TESDA certifications, extensive teaching experience, curriculum requirements, and the nature of self-reported measures, while the lack of formal training explains the gaps in more technical food safety areas. Overall, while the respondents are generally well-educated, technically trained, and experienced, the lack of professional development in food hygiene poses a concern for food safety instruction in schools.

Table 1. Socio-demographic profile of the study respondents.

Socio-Demographic Profile		Frequency	Percentage
Age	18–25 years old	06	09.38
	26–35 years old	40	62.50
	36–45 years old	10	15.63
	46–65 years old	08	12.50
	Mean	08	28.45
Sex	Male	15	23.44
	Female	49	76.56
Educational Attainment	Bachelor’s Degree	54	84.38
	Master’s Degree in Education	08	12.50
	Doctorate Degree	02	03.13
TESDA Certification	Cookery NC II	27	42.19
	BPP NC II	24	37.50
	FBS NC II	18	28.13
	Food Processing NC II	02	03.13
	Trainer’s Methodology I	06	09.38
	None	02	03.13
Teaching Level	Junior High School	33	51.56
	Senior High School	17	26.56
	Both	14	21.88
Number of Years Teaching Cookery Subject	1–2 years	08	12.50
	3–4 years	26	40.63
	5 years and above	30	46.88
Training on Food Hygiene	Seminar on Food Safety	03	04.69
	Seminar workshop by NGOs/GOs	01	01.56
	None	60	93.75

2.4. Data Collection Instrument and Method

To address the key research questions of this study, two researcher-developed instruments were employed: a survey questionnaire and an interview guide. These tools were researcher-developed and adapted from various sources and validated by research and evaluation experts before implementation to ensure the research questions were adequately addressed. The Survey Questionnaire was administered to JHS and SHS Cookery teachers to identify their level of food hygiene knowledge and practices. It consisted of three parts: Part I—Demographic Profile, which gathered age, sex, educational attainment, TESDA certification, teaching level, years of teaching Cookery, and participation in food hygiene training; Part II—Food Hygiene Knowledge and Practices, which included 20 knowledge-based and 20 practice-based items across food handling and personal hygiene domains, rated on a four-point Likert scale; and Part III—Open-Ended Questions, which captured qualitative insights regarding hygiene knowledge and practices. The structured Interview Guide comprised 10 open-ended questions exploring participants’ experiences, teaching strategies, challenges, and perceived needs related to hygiene education in Cookery. Interviews were conducted over four weeks using a hybrid format (face-to-face or virtual) depending on respondents’ availability.

The data-gathering procedure began with approval from the MMSU Research Ethics Review Board (URERB, Reference No. 2024-561), followed by permission from the Schools Division Superintendents of three school divisions in Ilocos Norte, and official communication to School Heads of participating public secondary schools. Each respondent received a letter of informed consent ensuring voluntary participation and anonymity, and participants could withdraw at any time without consequence. The Survey Questionnaire was distributed via Google Forms, with links shared through email or Facebook Messenger, and respondents had one month to complete it, with follow-ups conducted as needed. Data were then organized and analyzed using appropriate statistical tools. The structured interviews involved three JHS and three SHS Cookery teachers selected via random sampling, with replacements chosen when participants declined. Interviews were conducted in person or via Messenger video calls based on preferences, recorded with consent, and transcribed for thematic analysis.

2.5. Statistical Analysis

Descriptive statistical treatment was utilized to analyze the data gathered, which addresses the food hygiene knowledge and practices. Using a descriptive statistics, on the other hand, the acquired data was evaluated and interpreted to come up with informed implications. The researcher employed Microsoft Excel 2019 to tabulate and tally the data that was obtained, and the data was also subjected to further statistical analysis using Statistical Package for Social Science (SPSS) version 31. Weighted mean was employed to quantify the degree of self-reported food hygiene knowledge and practices among Cookery teachers.

The rating scale used in the analysis employed mean ranges that corresponded to descriptive interpretations for both food hygiene knowledge and practices. For hygiene knowledge, a mean rating of 3.26 to 4.00 was interpreted as Highly Competent (HC), indicating a strong understanding of hygiene concepts. A mean of 2.51 to 3.25 was labeled Competent (C), showing adequate knowledge, while 1.76 to 2.50 was considered Slightly Competent (SC), reflecting limited understanding. The lowest range, 1.00 to 1.75, was interpreted as Not Competent (NC), signaling a critical need for knowledge improvement.

Similarly, for hygiene practices, the same mean ranges were used but interpreted in terms of implementation. A score of 3.26 to 4.00 indicated Highly Implemented (HI) practices, 2.51 to 3.25 represented Implemented (I), 1.76 to 2.50 was categorized as Slightly Implemented (SI), and 1.00 to 1.75 as Not Implemented (NI).

Pearson Product-Moment Correlation test was conducted to calculate for the relationship of the respondents’ personal and academic profile and their food hygiene knowledge and practices. This specific test aimed to ascertain whether there existed a significant relationship between teachers’ motivation levels to teach and their students’ motivation levels to learn. A p-value lower than 0.05 was deemed statistically significant, with a confidence level of 95%.

3. Results and Discussion

3.1. Level of Self-Reported Hygiene Knowledge of Cookery Teachers

3.1.1. Food Handling Knowledge

Table 2 presents the self-reported hygiene knowledge of Cookery teachers. The overall mean score is 3.55, which falls under the HC category based on the given interpretation scale. This indicates that, in general, Cookery teachers demonstrate a strong awareness and understanding of safe food-handling practices.

Table 2. Level of self-reported hygiene knowledge of Cookery teachers in food handling.

Food Hygiene Knowledge	Mean	DI
1. Proper handwashing should be done before and after handling food.	3.98	HC
2. Food should be kept at a temperature between 4 °C and 60 °C to prevent bacterial growth.	3.48	HC
3. Cross-contamination can occur when raw and cooked foods are stored together.	3.92	HC
4. Thawing food on the countertop is safe if it is cooked immediately after.	3.46	HC
5. Refrigerating leftovers within two hours can help prevent foodborne illnesses.	3.54	HC
6. Raw meat should be stored on the bottom shelf of the refrigerator to avoid dripping onto other foods.	3.07	C
7. Washing fruits and vegetables before cutting or peeling helps prevent contamination.	3.85	HC
8. Proper labeling and dating of food products in storage help ensure safe consumption.	3.97	HC
9. Frozen foods can be safely refrozen after being thawed.	2.85	C
10. Foods should be reheated to a minimum internal temperature of 74 °C to kill bacteria.	3.39	HC
Overall Mean	3.55	HC

Legend: Mean Rating—Descriptive Interpretation (DI); 3.26–4.00—Highly Competent (HC); 2.51–3.25—Competent (C); 1.76–2.50—Slightly Competent (SC); 1.00–1.75—Not Competent (NC).

Looking more closely, individual items reveal interesting variations. Teachers reported particularly high knowledge in proper handwashing ($\overline{x}=$ 3.98, HC), preventing cross-contamination ($\overline{x}=$ 3.92, HC), washing fruits and vegetables before peeling ($\overline{x}=$ 3.85, HC), and proper food labeling and dating ($\overline{x}=$ 3.97, HC). These results suggest that Cookery teachers prioritize basic hygiene practices and critical preventive measures against contamination.

Conversely, relatively lower mean scores—both interpreted as C rather than HC—were observed on storage of raw meat ($\overline{x}=$ 3.07, C) and safe refreezing of thawed foods ($\overline{x}=$ 2.85, C). This suggests a knowledge gap in areas related to storage practices and temperature control.

When it comes to food thawing ($\overline{x}=$ 3.46, HC) and reheating practices ($\overline{x}=$ 3.39, HC), teachers showed relatively strong knowledge but with slightly lower scores compared to other practices. This implies moderate gaps, especially around nuances of food safety temperatures.

The highest-rated practices clearly align with the most emphasized areas in food safety trainings—personal hygiene, basic cross-contamination prevention, and labeling practices—while the lowest-rated ones point toward more complex practices involving temperature and storage that may not be as heavily stressed or monitored.

The findings suggest that while Cookery teachers are highly competent in basic food safety practices such as handwashing, cross-contamination prevention, and labeling, there are significant gaps in their knowledge of more complex issues related to food storage, thawing, and reheating [4,22,23]. The testimonies from the teachers reflect their awareness of these gaps and their willingness to improve. Despite their strong performance in fundamental hygiene practices, these areas related to temperature control and storage practices still pose challenges.

A critical issue revealed by the data is the inconsistency in practices related to raw meat storage, thawing, and safe refreezing, which could be attributed to a lack of clear, standardized protocols. Teachers themselves pointed out the confusion surrounding which foods can be safely refrozen and how thawed foods should be handled [1,2,6,24,25]. This underscores the need for more focused, practical training on food storage and temperature control [1,2,6,26,27].

Given these findings, it is clear that while Cookery teachers are knowledgeable in basic hygiene, there is a strong need for formalized policies and clear, consistent guidelines on cold storage management, thawing, and reheating practices. A policy that establishes clear protocols and includes regular updates would help ensure that all teachers consistently follow the best practices, reducing errors and strengthening overall food safety [4,6,27,28].

Moreover, these results suggest that professional development should not only focus on reinforcing basic hygiene practices but also address these technical aspects of food safety. Future workshops and training sessions should emphasize practical demonstrations, real-world scenarios, and hands-on experience in managing temperature-sensitive foods. Providing teachers with these tools will help them improve their practices and better model safe food-handling behaviors for their students [4,24,29].

The overall level of food hygiene knowledge among Cookery teachers is commendable, with an overall mean score of 3.55 indicating a high level of competence. However, areas like raw meat storage and thawing management need more focused attention. The testimonies reflect a strong commitment to maintaining high hygiene standards, but also a recognition that improvement is necessary, particularly in more complex food safety practices. Developing a strong, clear policy on food safety would formalize the necessary procedures and provide the consistent framework needed to address these gaps in knowledge [1,2,6,18,19,20,23]. Such a policy, coupled with ongoing, targeted professional development, would help elevate the overall food safety practices within the kitchens and classrooms [4,30].

3.1.2. Personal Hygiene Knowledge

The results in Table 3 present the self-reported level of personal hygiene knowledge among Cookery teachers. With an overall mean score of 3.40, respondents were classified as HC, suggesting that teachers generally understand core hygiene practices in food handling. Their strengths were most apparent in areas with high mean scores such as keeping fingernails short and clean ($\overline{x}=$ 3.98, HC), understanding that sneezing or coughing near food can spread bacteria ($\overline{x}=$ 3.98, HC), recognizing the importance of regular health checks for food handlers ($\overline{x}=$ 3.95, HC), and acknowledging the need to wear clean aprons and hairnets to prevent contamination ($\overline{x}=$ 3.93, HC). This suggests that visible and routine hygiene practices are well-internalized among the respondents.

Table 3. Level of self-reported personal hygiene knowledge of Cookery teachers in personal hygiene.

Personal Hygiene Knowledge	Mean	DI
1. Wearing a clean apron and hairnet is necessary to prevent contamination while cooking.	3.93	HC
2. Handwashing with soap and water for at least 20 s is essential before handling food.	3.89	HC
3. Fingernails should be kept short and clean to avoid harboring bacteria.	3.98	HC
4. It is acceptable to handle food if you have a minor cut or wound on your hand.	2.48	SC
5. Food handlers should avoid wearing jewelry during food preparation.	3.92	HC
6. Personal hygiene practices of food handlers do not significantly impact food safety.	2.28	SC
7. Hand sanitizers can replace handwashing when preparing food.	2.57	C
8. Regular health checks for food handlers help reduce the risk of foodborne illness.	3.95	HC
9. It’s unnecessary to change clothes after visiting the restroom if you wash your hands.	3.02	C
10. Sneezing or coughing near food preparation areas can spread harmful bacteria.	3.98	HC
Overall Mean	3.40	HC

Legend: Mean Rating—Descriptive Interpretation (DI); 3.26–4.00—Highly Competent (HC); 2.51–3.25—Competent (C); 1.76–2.50—Slightly Competent (SC); 1.00–1.75—Not Competent (NC).

However, despite the strong overall rating, some indicators reveal critical gaps that pose potential risks in actual practice. The lowest scoring items described as SC included misconceptions such as it being acceptable to handle food with a minor wound ($\overline{x}=$ 2.48, SC), a belief that personal hygiene has little impact on food safety ($\overline{x}=$ 2.28, SC), the idea that hand sanitizers can replace proper handwashing ($\overline{x}=$ 2.57, C), and not needing to change clothes after using the restroom if hands are washed ($\overline{x}=$ 3.02, HC). These findings highlight inconsistencies in understanding and application, particularly in less visible yet high-risk hygiene behaviors.

While Cookery teachers demonstrate commendable knowledge in several areas of personal hygiene, notable gaps remain, especially in handling wounds, substituting handwashing with sanitizers, and understanding the full scope of food safety risks [18,19,20,31,32]. These findings call for immediate policy development and institutional support to promote consistent, evidence-based hygiene practices. Establishing clear standards and ensuring continuous training will empower teachers to serve as competent and responsible food safety role models in both educational and professional kitchens [4,33].

3.2. Level of Self-Reported Hygiene Practice of Cookery Teachers

3.2.1. Food Handling Practice

Table 4 presents the self-reported level of hygiene practices in food handling among Cookery teachers, measured across ten specific behaviors. Each item was rated on a scale, and all indicators fell within the HI range, yielding an overall mean score of 3.73. This result reflects the teachers’ strong compliance with recognized food safety and sanitation practices in instructional environments.

Table 4. Level of self-reported hygiene practices of Cookery teachers in food handling.

Food Handling Practices	Mean	DI
1. I wash my hands with soap and water before handling food.	3.95	HI
2. I store raw and cooked foods separately to avoid cross-contamination.	3.92	HI
3. I check the expiration dates of ingredients before using them in food preparation.	3.93	HI
4. I refrigerate perishable foods within two hours of cooking.	3.62	HI
5. I use separate cutting boards for raw meat and vegetables.	3.69	HI
6. I regularly check the temperature of food storage areas (refrigerators, freezers).	3.44	HI
7. I ensure that all foods are cooked to their recommended internal temperature.	3.84	HI
8. I wear gloves when handling ready-to-eat foods.	3.56	HI
9. I clean and sanitize food preparation surfaces before and after use.	3.87	HI
10. I dispose of food that has been left at room temperature for more than two hours.	3.46	HI
Overall Mean	3.73	HI

Legend: Mean Rating—Descriptive Interpretation (DI); 3.26–4.00—Highly Implemented (HI); 2.51–3.25—Implemented (I); 1.76–2.50—Slightly Implemented (SI); 1.00–1.75—Not Implemented (NI).

The highest-rated behavior was handwashing before handling food ($\overline{x}=$ 3.95, HI), followed closely by checking expiration dates ($\overline{x}=$ 3.93, HI) and storing raw and cooked foods separately ($\overline{x}=$ 3.92, HI). These results demonstrate that Cookery teachers excel in fundamental hygiene practices that are critical to preventing foodborne illnesses and ensuring safe food preparation.

This highlights how responsibility and safety are woven into the instructional process, with teachers modeling behaviors that extend beyond the kitchen. On the other hand, the lowest-rated behaviors were checking the temperature of food storage areas ($\overline{x}=$ 3.44, HI) and disposing of food left at room temperature ($\overline{x}=$ 3.46, HI). While these scores still fall within the HI category, they suggest areas for potential improvement. Importantly, these lower ratings likely reflect resource limitations rather than lack of awareness or negligence.

This perspective reinforces that teachers are proactive and resourceful, compensating for the absence of ideal tools by developing students’ observational skills and critical thinking. The findings suggest that Cookery teachers demonstrate a strong commitment to food safety and hygiene, with high self-reported adherence to best practices. This reflects positively not only on their individual competencies but also on their role as educators who model and instill hygienic practices in their students [4,33]. The testimonies provide depth and context to the quantitative data, illustrating how food-handling protocols are embedded into everyday teaching strategies [34,35].

However, the relatively lower scores in areas involving equipment (e.g., temperature monitoring) highlight the need for improved institutional support. While knowledge and intent are strong, consistent implementation of certain practices may be hindered by a lack of access to proper tools or infrastructure [36,37]. Addressing these gaps through the provision of reliable thermometers, proper storage facilities, and ongoing training could help bridge the small discrepancies and sustain a safe learning environment [34,38].

Cookery teachers are not only highly competent in hygiene practices but also serve as role models for their students. Their reflections reveal both dedication and adaptability, ensuring food safety despite occasional resource constraints. Continued investment in facilities and materials will only enhance these already commendable practices [39].

3.2.2. Personal Hygiene Practices

The results presented in Table 5 reveal the level of self-reported personal hygiene practices among Cookery teachers, indicating an overall mean of 3.86, which falls under the HI descriptive interpretation. This high average suggests that the respondents have established commendable personal hygiene habits aligned with food safety standards. The findings show that Cookery teachers strongly adhere to foundational hygiene practices, with the highest mean scores observed in the indicators, “I wash my hands after using the restroom and before returning to food preparation” and “I keep my fingernails short, clean, and without nail polish during food preparation,” both registering a mean of 3.98 (HI). These practices are essential for preventing foodborne illness and cross-contamination, and the teachers’ consistent observance reflects not only awareness but professional responsibility in modeling these practices to their students.

Table 5. Level of self-reported personal hygiene practices of Cookery teachers in personal hygiene.

Personal Hygiene Practices	Mean	DI
1. I wear clean clothes and a hairnet/apron when preparing food.	3.87	HI
2. I wash my hands after using the restroom and before returning to food preparation.	3.98	HI
3. I keep my fingernails short, clean, and without nail polish during food preparation.	3.98	HI
4. I avoid handling food when I have an open cut or wound on my hands.	3.80	HI
5. I cover my mouth and nose when sneezing or coughing and avoid food prep areas.	3.97	HI
6. I change my uniform or apron when it gets dirty during food preparation.	3.70	HI
7. I ensure that all jewelry is removed before handling food.	3.92	HI
8. I regularly undergo health checks to ensure I am fit to handle food.	3.69	HI
9. I wash my hands after touching my face, hair, or body during food preparation.	3.90	HI
10. I avoid preparing food when I feel unwell (e.g., cold, flu).	3.80	HI
Overall Mean	3.86	HI

Legend: Mean Rating—Descriptive Interpretation (DI); 3.26–4.00—Highly Implemented (HI); 2.51–3.25—Implemented (I); 1.76–2.50—Slightly Implemented (SI); 1.00–1.75—Not Implemented (NI).

Despite the overall high scores, areas of relative weakness emerged in the indicators on changing uniforms when dirty and undergoing regular health checks, with mean scores of 3.70 (HI) and 3.69 (HI), respectively. Although still within the HI range, these slightly lower scores suggest a possible gap in practice consistency or institutional support.

Generally, Cookery teachers demonstrate strong personal hygiene practices, particularly in the core areas of hand hygiene, protective clothing, nail care, and illness prevention. Their high competence is reinforced by a genuine commitment to modeling good practices to their students, as shown in the qualitative testimonies. However, the data also reveals gaps in areas that require systemic solutions, such as access to regular health checks and clean uniform replacements. To bridge these gaps, there is a clear and urgent need for schools and educational institutions to develop and implement a comprehensive Personal Hygiene Compliance Policy for Cookery and other food-handling teachers [40]. This policy should formalize mandatory health screenings, ensure support for hygiene-related materials like clean uniforms, and establish clear accountability mechanisms, such as daily hygiene checklists or monitoring systems [41,42]. By transforming individual commitment into institutional practice, such a policy would reinforce food safety standards, promote professional consistency, and better prepare both teachers and learners for industry-level expectations in hygiene and sanitation [36,43].

3.3. Overall Result of the Level of Self-Reported Food Hygiene Knowledge and Practices of Cookery Teachers in Food Handling and Personal Hygiene

The data presented in Table 6 reveals that Cookery teachers demonstrate a high level of competence in both food hygiene knowledge and practices, with overall mean scores falling in the HC/HI range. Specifically, Food Handling Knowledge scored 3.55, and Personal Hygiene Knowledge scored 3.40, both categorized as highly competent. Their ability to implement food hygiene practices is similarly strong, with Food Handling Practices scoring 3.73 (HI) and Personal Hygiene Practices scoring 3.86 (HI). The overall composite means for both knowledge ($\overline{x}=$ 3.48, HC) and practices ($\overline{x}=$ 3.80, HI) indicates that the respondents are highly competent in applying food safety standards. Although the scores in knowledge are slightly lower than those in practices, the overall results suggest that Cookery teachers are well-equipped in both understanding and implementing food hygiene. These findings highlight the importance of maintaining high standards in food safety, but they also suggest that some areas, particularly in food handling knowledge, may benefit from further professional development or updates on the latest food safety guidelines.

Table 6. Overall result of the level of self-reported food hygiene knowledge and practices of Cookery teachers.

Category	Mean Score	Descriptive Interpretation
Food Hygiene Knowledge
Food Handling Knowledge	3.55	HC
Personal Hygiene Knowledge	3.40	HC
Composite Mean	3.48	HC
Food Hygiene Practices
Food Handling Practice	3.73	HI
Personal Hygiene Practices	3.86	HI
Composite Mean	3.80	HI
Overall Mean	3.64	HC/HI

Legend: Mean Rating—DI for Hygiene Knowledge—DI for Hygiene Practices; 3.26–4.00—Highly Competent (HC)—Highly Implemented (HI); 2.51–3.25—Competent (C)—Implemented (I); 1.76–2.50—Slightly Competent (SC)—Slightly Implemented (SI); 1.00–1.75—Not Competent (NC)—Not Implemented (NI).

3.4. Needed Policy to Be Developed to Enhance Cookery Teachers’ Food Hygiene Knowledge and Practice

The interview data presented in Table 7 identifies four key themes and seven categories that reflect Cookery teachers’ perceived needs for policy development to enhance food hygiene knowledge and practices. Among these, the most prominent concern is the need for Structured Hygiene Policies, with the highest frequency (f = 6), followed by the Need for Continued Education and Training (f = 5), and Improved Access to Educational Resources (f = 3). These results emphasize both knowledge enhancement and institutional reinforcement as top priorities.

Table 7. Results of the interview on the needed policy to be developed (n = 6).

Themes	Categories	f
Strengthening knowledge in food hygiene and handling	Need for continued education and training	5
	Improved access to educational resources	3
Institutional support for hygiene practices	Provision of hygiene materials and tools	2
	Structured hygiene policies	6
Health checks and monitoring systems	Regular health checks for teachers	2
	Monitoring of hygiene practices	1
Clear accountability mechanisms	Implementation of hygiene checklists	2
	Clear guidelines for non-compliance	1

Strengthening Knowledge in Food Hygiene and Handling. This theme includes two main categories: Continued Education and Training (f = 5) and Improved Access to Educational Resources (f = 3). These findings suggest that teachers are aware of the evolving standards in food safety and hygiene and recognize the need for up-to-date training programs and materials. One teacher shared, “We need regular seminars so we can stay updated on changing food safety standards and teach accurately.” Another respondent emphasize the resource gap, stating, “We rely on outdated textbooks. To teach food hygiene well, we need updated manuals and visual aids that reflect current standards and make lessons clearer, more engaging, and relevant.” A third participant highlighted the link between knowledge and confidence: “With proper training and better materials, we feel more confident teaching food safety and can deliver clearer, more accurate lessons to our students.” These testimonies emphasize the critical need for institutional investment in ongoing professional development and the provision of updated instructional materials to ensure Cookery teachers remain knowledgeable and credible.

Institutional Support for Hygiene Practices. Two categories emerged under this theme: Provision of Hygiene Materials and Tools (f = 2) and Structured Hygiene Policies (f = 6). The overwhelming frequency of structured policies suggests a strong desire for formal guidelines to support the implementation of hygiene practices. As one teacher articulated, “Clear policies would standardize food hygiene teaching, ensuring all students receive consistent and effective instruction instead of relying on individual judgment.” Another respondent pointed out the importance of providing materials: “We teach hygiene but often lack supplies; policies should ensure they’re always provided.” A third respondent noted how clear policies directly impact student learning: “Clear policies help teachers consistently model hygiene, set expectations, and make food safety a natural part of classroom culture.” These testimonies highlight the importance of clear policies and the consistent provision of materials to support effective teaching and ensure uniform hygiene practices.

Health Checks and Monitoring Systems. The third theme includes Regular Health Checks for Teachers (f = 2) and Monitoring of Hygiene Practices (f = 1). These reflect a need for systematic health screening and oversight to ensure the well-being of both teachers and students. Once teacher commented: “Regular health check-ups are needed to ensure we can safely model food hygiene for students.” Another respondent mentioned the lack of hygiene monitoring: “We lack a system to monitor daily hygiene. A simple checklist would help ensure standards are consistently followed.” A third teacher added, “Hygiene is often overlooked in busy classes; regular checks and reminders would help.” These testimonies highlight the gap between expectations and available support mechanisms and stress the need for proactive health and hygiene monitoring systems.

Clear Accountability Mechanisms. The least frequently mentioned category was Implementation of Hygiene Checklists (f = 2), but its presence indicates the value placed on clear and measurable accountability. While not as urgent as other categories, this area still holds significance. A teacher noted, “A daily checklist keeps hygiene consistent and reminds students to follow food safety practices.” Another respondent shared, “Checklists clarify hygiene expectations and provide an objective way to track performance.” Finally, one respondent suggested, “A checklist helps make hygiene a daily habit for teachers and students.” These insights confirm that even a simple mechanism like a checklist can significantly impact the implementation of hygiene practices, making them more consistent and ensuring accountability.

The interview data strongly indicate that Cookery teachers need comprehensive policy support across four thematic areas: enhancing food hygiene knowledge through education and resources, institutional support in materials and structured policies, systems for regular health checks and monitoring, and clear accountability mechanisms such as hygiene checklists. The highest frequency was found in the call for structured hygiene policies (f = 6), suggesting that formal, written guidelines are seen as foundational for all other efforts [44]. Qualitative testimonies from teachers further affirm that while personal responsibility is high, the absence of consistent institutional policies and support tools limits the full realization of food hygiene best practices [45]. To bridge this gap, a well-crafted policy brief must address these interlinked concerns and institutionalize them into sustainable, enforceable, and supportive frameworks [46,47].

3.5. Relationship Between Cookery Teachers’ Profile and Their Food Hygiene Knowledge and Practices

Table 8 presents the correlation between the cookery teachers’ profile variables and their levels of food hygiene knowledge and practices. The table shows the computed Pearson r values and their corresponding p-values to determine the significance of the relationship between variables.

Table 8. Correlation between cookery teachers’ profile and their food hygiene knowledge and practices.

Profile	Food Hygiene Knowledge		Food Hygiene Practices
	Pearson r	p-Value	Pearson r	p-Value
Age	0.136 **	0.000	0.342 **	0.001
Sex	0.167 **	0.001	0.207 **	0.000
Educational Attainment	0.245 **	0.002	0.073 **	0.000
TESDA Certification	0.152 **	0.001	0.039 **	0.002
Teaching	0.271 **	0.000	0.065 **	0.001
Number of Years in Teaching	0.188 **	0.000	0.141 **	0.001
Training in Food Hygiene	0.124 **	0.001	0.184 **	0.001

Legend: ** p < 0.01.

All correlation coefficients were found to be statistically significant at the 0.01 level, indicating that each profile variable has a significant relationship with both food hygiene knowledge and food hygiene practices. The correlation values range from r = 0.039 to r = 0.342, suggesting weak to moderate positive relationships. The highest correlation was observed between age and food hygiene practices (r = 0.342, p = 0.001), implying that older teachers tend to exhibit better hygiene practices. Similarly, teaching experience (r = 0.188, p = 0.000) and training in food hygiene (r = 0.184, p = 0.001) are also positively associated with better hygiene practices. For food hygiene knowledge, teaching (r = 0.271, p = 0.000) and educational attainment (r = 0.245, p = 0.002) show the strongest relationships, indicating that higher education and teaching involvement contribute to better food hygiene understanding. The significance is due to consistent directional patterns, not magnitude. This indicates that hygiene practices are influenced by multiple interacting factors beyond demographics.

The findings imply that personal and professional characteristics of cookery teachers significantly influence their competence and behavior in maintaining food hygiene. Teachers with higher educational backgrounds and more years of experience tend to possess greater theoretical knowledge of food hygiene. On the other hand, those who are older and have undergone formal training or certification tend to demonstrate better hygiene practices in their teaching environments. The results highlight that continuous learning, whether through higher education, certification, or training, enhances both the conceptual understanding and practical application of food safety principles. Moreover, teaching experience plays a vital role, as prolonged exposure to classroom and kitchen environments reinforces correct hygiene behavior through habit and routine.

The significant positive correlations found in this study align with existing literature emphasizing the impact of demographic and professional characteristics on food safety behavior among educators and food handlers [2,48,49,50,51,52]. According to similar studies, age and experience often correlate with improved hygiene practices due to accumulated exposure to food safety standards and institutional procedures. Likewise, the relationship between educational attainment and food hygiene knowledge confirms that formal education broadens understanding of food safety principles, while training and TESDA certification ensure that teachers remain updated on industry-based hygiene practices. These results are also supported by the studies conducted by [2,48,50]. These findings suggest that both academic and vocational training are essential components in developing competent food educators. The results also suggest that while knowledge and practice are significantly correlated with teachers’ profiles, the magnitude of correlation remains modest, indicating that other factors—such as institutional policies, access to hygiene facilities, or personal attitudes—may also influence food hygiene performance. Therefore, it is recommended that schools and educational institutions continue to provide regular training, seminars, and certifications to sustain and enhance food hygiene knowledge and practices among cookery teachers. Continuous professional development will ensure that educators not only comply with food safety standards but also model best practices for their students.

Teachers shared experiences that reveal why a formal hygiene policy is urgently needed. Many described challenges in maintaining proper temperature control due to outdated refrigerators, inadequate storage equipment, and the absence of standard temperature logs, often forcing them to rely on estimates. Others expressed uncertainty about correct thawing and refreezing procedures, a difficulty worsened by the lack of updated training materials and reliance on outdated or informal sources of information. Together, these narratives highlight the need for a structured school-level hygiene policy that standardizes procedures, provides essential equipment, and ensures ongoing training so teachers can implement food safety practices more confidently and consistently.

4. Limitations

This study gives useful information about the food hygiene knowledge and practices of cookery teachers, but it also has some limitations. First, it was only done in three school divisions, so the results might not represent all teachers in the northern part of the country. Future research should include more schools and regions to get a broader view.

Second, the study used questionnaires where teachers reported their own knowledge and practices. This method can lead to bias because some participants might give answers they think are expected or might not accurately describe what they really do. To make future studies more accurate, researchers could use direct observation, classroom assessments, or food preparation simulations to see teachers’ real hygiene behaviors.

The study also did not look at how well teachers keep their food hygiene knowledge and practices over time. Future research could follow them for a longer period to see how their training affects their actual work in kitchens or hospitality settings.

Lastly, adding interviews or focus group discussions could give deeper insights into teachers’ opinions, challenges, and motivations about food hygiene. This would help explain why some good practices are followed while others are not.

5. Conclusions

The study revealed that Cookery teachers in Northwestern Philippines possess a high level of food hygiene knowledge and practices, demonstrating both awareness and commitment to maintaining safety in food preparation and instruction. Their competence is particularly evident in fundamental hygiene areas such as handwashing, cross-contamination prevention, labeling, and personal grooming, where mean scores consistently fell within the HC and HI ranges. However, the findings also highlighted notable gaps in more technical aspects of food safety, including temperature control, raw meat storage, thawing, and refreezing practices, which require further clarification and reinforcement through continuous professional development.

While teachers showed strong personal responsibility and adherence to hygiene practices, the study underscores the importance of institutional support and structured policies to ensure consistent implementation of standards. The qualitative data revealed a collective call for formal hygiene policies, regular health checks, and systematic monitoring mechanisms to sustain good practices and ensure accountability. Moreover, ongoing training and access to updated educational resources are essential to strengthen teachers’ competence in evolving food safety standards.

In conclusion, Cookery teachers demonstrate commendable levels of hygiene knowledge and practice, reflecting their role as responsible educators and food safety role models. Nonetheless, the integration of clear, enforceable policies, adequate institutional support, and continuous training opportunities will be vital to bridge existing knowledge gaps and enhance the overall culture of food hygiene and safety within educational institutions.