Effectiveness of competency improvement module on primary school teachers' competency regarding early diagnosis and management of childhood learning disabilities: a pilot study

Johny Kutty Joseph; Dinesh Selvam Subramani; Shabnum Rivees

doi:10.18203/2320-6012.ijrms20261487

Authors

Johny Kutty Joseph Department of Nursing, Amity College of Nursing, Amity University, Gurugram, Haryana, India https://orcid.org/0000-0003-3644-1628
Dinesh Selvam Subramani Department of Nursing, Amity College of Nursing, Amity University, Gurugram, Haryana, India https://orcid.org/0009-0009-3360-0567
Shabnum Rivees Department of Psychiatry, Government Medical College, Jammu, Jammu and Kashmir, India https://orcid.org/0009-0008-5574-8362

DOI:

https://doi.org/10.18203/2320-6012.ijrms20261487

Keywords:

Competency improvement module, Learning disabilities, Primary school teachers, Early identification, Teacher training, Quasi-experimental study

Abstract

Background: Learning disabilities (LDs) affect a significant proportion of school-age children globally. Primary school teachers are ideally positioned for early identification and management; however, their competency in this domain remains inadequate. This pilot study evaluated the effectiveness of a Competency Improvement Module (CIM) on primary school teachers' competency regarding early diagnosis and management of childhood learning disabilities.

Methods: A quasi-experimental, non-randomized control group design was employed. Forty primary school teachers from District Reasi, Jammu and Kashmir, India, were allocated to an experimental group (n=20) and a control group (n=20). The experimental group received a structured CIM comprising 17 sessions. Competency was assessed using three validated instruments: a Structured Questionnaire, the Questionnaire on Teachers' Competence in Identifying Pupils with Learning Disabilities (QTCIPLD), and Structured Case Vignettes. Assessments were conducted at baseline, 21 days post-intervention (post-test 1), and 42 days post-intervention (post-test 2). Data were analyzed using repeated-measures ANOVA and independent t-tests.

Results: The experimental group demonstrated statistically significant improvements across all three competency domains post-intervention (p<0.001), with large effect sizes (Cohen's D: 2.33-4.13). Significant between-group differences were observed at both post-test time points. The demographic variables, such as monthly income and employment type, were significantly associated with competency gains among teachers.

Conclusions: The CIM is an effective, feasible intervention for enhancing primary school teachers' competency in early diagnosis and management of childhood learning disabilities. Findings support the large-scale implementation of structured teacher training programs.

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