ENHANCING TEACHER ENGAGEMENT IN DYSGRAPHIA MANAGEMENT TRAINING: THE ROLE OF COUNSELING FOR VALUE REORIENTATION

Abstract

Dysgraphia, a prevalent specific learning disability (SLD) affecting children globally, presents significant challenges in writing skills and socio-emotional well being. This study addresses the dearth of literature on teachers' participation in dysgraphia management training in Nigeria, particularly Ibadan. A descriptive survey design involving 240 primary school teachers from 20 schools utilised stratified random sampling and a validated questionnaire (TEDTQ) with a Cronbach's alpha reliability value of 0.83. Data was analysed using was analysed using percentages and T-test. Results revealed a predominance of female teachers (74.2%), highlighting a need for gender-inclusive training approaches. 81.7% of teachers expressed interest in future training, with 71.7% willing to pay for training and majority favouring shorter programmes, indicating a necessity for flexible training schedules. Most teachers acknowledged the importance of ongoing training, emphasising a commitment to continuous professional development. While gender influenced attitudes towards training positively among female teachers, no significant differences were observed based on teaching level, school type, or professional qualification. However, experienced teachers exhibited more positive attitudes. Recommendations include designing intensive training programmes, accommodating diverse preferences, encouraging female participation, supporting ongoing professional growth, and integrating counselling for attitudinal shifts. These efforts can foster a supportive and inclusive educational environment crucial for addressing dysgraphia effectively and promoting students' holistic well-being.