Teachers' Knowledge, Attitudes, and Sense of Self-Efficacy Toward Students with Type 1 Diabetes Mellitus (Insulin-Dependent) in Primary Education.

introductionType 1 diabetes mellitus (DM) is a complex and demanding chronic condition that requires continuous and specialized care. Since children spend many hours at school, consistent and proper monitoring of students with Type 1 DM is essential. Teachers' involvement can be crucial in supporting the effective management of the disease. PURPOSE: To investigate the level of teachers' knowledge on diabetes, their attitude towards students with insulin-dependent diabetes, as well as their level of general self-efficacy.

method150 teachers working in public primary schools were provided with (a) a socio-demographic characteristics questionnaire, (b) a questionnaire related to knowledge and attitude of a primary school teacher on insulin-dependent diabetes, and (c) a generalized self-efficacy scale.

resultsThe average percentage of correct answers on the knowledge questionnaire was 86.00% ±9.01%. The questions with the lowest percentage of correct answers were: "What is the normal range of blood sugar rate when we have not eaten?" (62.70%) and "If you find a child with diabetes mellitus unconscious what should you do immediately?" (52.70%). Almost one in two teachers had a knowledge deficit regarding the management of emergency situations in children with type 1 DM. Younger teachers had a higher percentage of correct answers on the knowledge questionnaire compared to their older colleagues. Teachers (p = 0.014) who at some point had a child with DM in their classroom versus those who did not (p = 0.045) and teachers with the longest experience (p = 0.03). Teachers who had personal difficulties with type 1 or 2 DM showed lower self-efficacy (p = 0.016), teachers who were willing to have and support a child with DM in their classroom (p < 0.001), teachers without a second degree (p = 0.013), and teachers with less positive perceptions of their readiness to manage students with DM (p = 0.001). All teachers in the sample reported that they felt safe with the presence of a school nurse and that the school nurse may be effective in managing student emergencies. The vast majority of participants considered especially important the role of school nurses in integrating children with DM in the classroom (92.7%). In the present study, only 6.7% of teachers had received specific training on DM in children and its treatment. At the same time, 84.4% of the teachers believed that the school nurse could effectively train them in DM management.

conclusionsTrained school nurses, who are fully responsible for the proper management of children with type 1 DM, could provide training to teachers, enabling them to contribute to more effective disease management.