Knowledge, Attitude and Performance of Primary School Teachers Dealing with Attention Deficit Hyperactivity Disorder

Knowledge and attitudes of teachers about attention deficit hyperactivity disorder (ADHD) play an active role in their correct behaviors towards the respective students. To assess the elementary school teacher’s knowledge, attitude and behavior towards ADHD students. In this cross-sectional study, 400 elementary school teachers in Rasht in 1388 completed a self-report, anonymous questionnaires which included demographic data, knowledge, attitude and behavior towards ADHD. The schools were randomly selected from both government and non profit ones, and ten teachers from each participated in the survey. The validity of the questionnaires was confirmed by 5 pediatric psychiatrists and a pilot study was carried out to test the reliability of them (Cronbach's alpha = 0.78) Teachers (56 males and 344 females) had average knowledge about diagnosis and treatment of ADHD. Most of the teachers had neuter attitude toward ADHD students. Most of the teachers had good behaviors toward ADHD students. The mean scores of attitude and behavior were higher in female teachers and mean score of attitude was higher in higher educational level (P=0/003). There was a significant correlation between teachers’ knowledge and their behaviors.(Respectively, P=0.001, r =0.18; P =0.001, r = 0.16) As demonstrated, teachers with greater knowledge and more positive attitude had better performance in dealing with ADHD students. Good performance and neuter attitude seem to be due to different intervening factors related to the complexity of human mental and behavioral performances.