Strengthening Teacher Service Capacities to Improve Empowerment in School Feeding Ernesto Hernandez 1(&) , Manuel Sanchez 1 , William Miranda 1 , Roberto Seminario 1 , Leandro Vallejos 1 , and Miguel Hernandez 2 1 National University of Frontier, Av. San Hilarión 101, 20103 Sullana, Peru {ehernandez,msanchez,wmiranda,rseminario, lvallejosm}@unf.edu.pe 2 Alas Peruanas University, Av. La Rivera N° 500, Pimentel km 5.5, 14000 Chiclayo, Peru m_hernandez_m@uap.edu.pe Abstract. The research considered related to human factors inherent to the teacher work measured the influence of the independent variable called “Strengthening of Teacher Service Capacities” in the Public Educational Insti- tutions with primary level, considering as a dependent variable “Empowerment to the Management of the School Food Service” as well as in the levels of the variable: “Teacher Participation” and “Good Hygiene and Food Handling Practices”. The objective was to determine if there was a relationship between both variables and the nature of this relationship. In the results of the dependent variable, there was a decrease in the low and regular levels; and an increase in the high level. When the mean comparison test was performed on the results of the pre-test and post-test, the chi-square test determined that in the dependent variable, if there is significant difference so the alternative hypothesis is accepted and the null hypothesis is rejected. Keywords: Strengthening Á Empowerment Á Participation 1 Introduction School feeding is a way to guarantee that the students of the public educational institutions of primary level of the Peruvian nation, have the physical and mental energy so that the predisposition exists to offer them education. The vocational work of teachers is aimed at providing education, and the inclusion of school feeding services is a related task in the global policy to ensure the fulfillment of the second Millennium Development Goal (MDG) “Achieve universal primary education” [1], determined at the United Nations Millennium Summit in 2000. Peru’s commitment to achieving universal primary education includes the creation of the Qali Warma National School Feeding Programme (PNAE Qali Warma) [2], which participates in public educational institutions by forming a School Feeding Committee (SFC) [3]. The SFC is made up of the Director, the teacher responsible for the programme and the parents. The PNAE Qali Warma only trains the members of the SFC; it does not involve the rest of the teachers, causing a lack of interest and © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 S. Nazir et al. (Eds.): AHFE 2020, AISC 1211, pp. 49–55, 2020. https://doi.org/10.1007/978-3-030-50896-8_8