Enhancing educator preparedness for type 1 diabetes: a theory-based intervention targeting knowledge and...

Type 1 diabetes mellitus (T1DM) is an increasing concern among school-aged children, with more than 1.2 million affected globally. In low- and middle-income countries (LMICs), teachers often act as first responders to diabetes-related emergencies despite limited preparation. Structured education programs informed by behavioral theory may help strengthen both knowledge and applied competence among school staff.

This study examined the short-term effects of a Bandura-based diabetes education intervention on teachers' knowledge, self-efficacy, and scenario-based competence in a socioeconomically disadvantaged region of eastern Türkiye.

A quasi-experimental, single-group pre-post design was conducted with 75 in-service primary school teachers. Participants attended a 90-min education session incorporating Bandura's four sources of self-efficacy. Outcomes included diabetes knowledge (14-item Adult Diabetes Knowledge Test), teaching self-efficacy, and scenario-based simulations. Data were analyzed with non-parametric tests and effect size calculations.

Teachers' total knowledge scores improved significantly, with the median increasing from 16.0 to 23.0 (p < .001), and remained higher at the four-week follow-up. Gains were consistent across domains. Self-efficacy scores increased from 3.1 to 4.3 (p < .001), while scenario-based accuracy rose from 63.2% to 82.4% (p < .001). Knowledge gains correlated moderately with scenario performance (ρ = .42; p < .01).

A brief, structured education session improved teachers' knowledge, self-efficacy, and applied performance in a low-resource context. While findings are limited by the single-group design and short follow-up, they suggest potential benefits of incorporating diabetes education into teacher professional development. Broader implementation within national training frameworks may help strengthen school preparedness for diabetes-related emergencies in LMICs.