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

Children with Type 1 diabetes face complex medical and psychosocial challenges in school settings, often requiring support from educators, yet Jordanian teachers often lack sufficient training to support these students effectively.

To evaluate the effectiveness of a structured, theory-based educational intervention in enhancing primary school teachers' knowledge, attitudes, and self-efficacy for managing Type 1 diabetes.

Quasi-experimental, non-equivalent control group, pre-test/post-test design. Eight public primary schools in Amman, Jordan, were purposively selected. A total of 139 teachers (intervention n = 78; control n = 61) completed validated Arabic questionnaires assessing Type 1 diabetes knowledge, attitudes, and self-efficacy before and after a single 3-h session grounded in Bandura's social cognitive theory. The session included presentations, group discussions, videos, and printed materials-repeated measures analysis of variance was used to evaluate the outcomes.

The main effects of time, group, and their interaction were statistically significant (p < .001). In the intervention group, significant improvements from pre- to post-test in all outcome domains: knowledge (M = 56.11 to M = 77.15), attitudes (M = 94.23 to M = 102.87), and self-efficacy (M = 25.54 to M = 33.78) (p < .001). No significant changes were observed in the control group. Prior experience with students with Type 1 diabetes did not moderate any outcome.

A brief, structured, theory-driven educational session significantly enhanced teachers' preparedness to manage Type 1 diabetes in the classroom, supporting the integration of standardized diabetes education programs to foster safer, more inclusive school environments.