THE TEENAGER CARE METHOD TO ENHANCE TEACHER SUPPORT IN THE PREVENTION OF EARLY MARRIAGE BASED ON GENDER JUSTICE

Abstract

Purpose: This study aimed to analyze the effect of the Teenager Care intervention method on enhancing teacher support for the prevention of early marriage in schools based on gender justice principles. Methodology: This study employed a quasi-experimental design with a one-group pretest–post-test approach. This study was conducted at Singosari Public Junior High School. The respondents were 44 teachers selected from a total population of 50 who met the inclusion and exclusion criteria of this study. Data were collected using the Teacher Support Questionnaire. This study utilized IBM SPSS Statistics 26 software with a 95% confidence level. Data analysis was performed using the Wilcoxon Signed-Rank Test. Results: The findings revealed a significant increase in teacher support for engagement in preventing early marriage through gender-based education after the implementation of the Teenager Care intervention method (p < 0.001). Limitation: This study was conducted in a single area and did not examine the long-term effects of the intervention. Contribution: This study contributes to strengthening teacher support as gender-based change agents in the prevention of early marriage. Novelty: The application of the Teenager Care intervention method to enhance teacher support in preventing early marriage has not been tested previously.