ASSESSMENT OF FOOD CONSUMPTION AND MICRONUTRIENT INTAKE AMONG PRIMARY SCHOOL TEACHERS IN SOME PART OF KUMBOTSO LOCAL GOVERNMENT KANO STATE

ABSTRACT This study investigates the patterns of food consumption and micronutrient intake among primary school teachers in Kano State, Nigeria, highlighting the implications for health, productivity, and education. A descriptive cross-sectional research design was employed, using stratified random sampling to select 100 respondents across various demographic strata. Data were collected through a structured questionnaire and analyzed using descriptive statistical methods, including frequencies, means, percentages, and standard deviations. The findings revealed that while a majority (50%) of the teachers consume three meals per day, about 10% reported eating only once daily, which may suggest underlying food insecurity. Water intake was generally adequate, with 85% consuming at least one liter per day. Fast food consumption was moderate, with most respondents (30%) consuming it rarely. Regarding micronutrient intake, Vitamin C and iron-rich foods were the most frequently consumed, while calcium intake was comparatively low—only 20% of participants consumed calcium-rich foods daily, and 15% reported rare intake. Supplement use was reported by 30% of respondents daily, 40% occasionally ,and 30% not at all. Notably, 85% of participants were aware of the importance of micronutrients, with health professionals and social media being their primary sources of information. However, awareness did not always translate into optimal dietary practices. Financial constraints, food availability, and cultural preferences were identified as significant factors influencing dietary choices. Furthermore, a portion of respondents reported diet-related health issues such as anemia and obesity, with some seeking medical intervention. The study concludes that although there is a moderate level of nutritional awareness among teachers, inconsistencies in meal frequency and micronutrient intake persist due to economic and lifestyle constraints. It recommends the implementation of nutrition education programs, food subsidy policies, and healthcare accessibility improvements. These measures will help enhance the dietary habits and overall well-being of teachers, thereby contributing to improved educational outcomes and public health. .