Educators' Competence in Managing Type 1 Diabetes in Schools: A Quasi-Experimental Intervention Study

Area of Science:

• Medical Education
• Pediatric Endocrinology
• Public Health

Background:

• Children with Type 1 diabetes (T1D) require specialized support in schools.
• Jordanian teachers often lack adequate training to manage T1D students effectively.
• This gap impacts student well-being and educational inclusion.

Purpose of the Study:

• To assess the impact of a structured educational intervention on primary school teachers' T1D management.
• To enhance teachers' knowledge, attitudes, and self-efficacy regarding T1D.
• To inform the development of supportive school environments for T1D students.

Main Methods:

• A quasi-experimental, pre-test/post-test design was employed with 139 teachers in Amman, Jordan.
• Participants received a 3-hour educational session based on social cognitive theory.
• Validated Arabic questionnaires measured knowledge, attitudes, and self-efficacy before and after the intervention.

Main Results:

• The intervention group showed significant improvements in T1D knowledge, attitudes, and self-efficacy (p < .001).
• Teachers' knowledge scores increased from 56.11 to 77.15.
• Attitudes improved from 94.23 to 102.87, and self-efficacy from 25.54 to 33.78.

Conclusions:

• A brief, theory-based educational intervention effectively prepared teachers to manage T1D in classrooms.
• Standardized diabetes education programs can foster safer, more inclusive school settings.
• The findings support the need for enhanced teacher training in pediatric diabetes care.