Knowledge and Beliefs about ADHD of Peruvian Teachers: The Role of Teaching Experience with ADHD

Abstract

Introduction. The aims were twofold: a) to compare the Peruvian pre-service teachers (PSTs) and in-service teachers´(ISTs) knowledge, misconceptions and lack of knowledge about ADHD, and b) to analyse the differences in knowledge, misconceptions and lacks of knowledge between ISTs with and without experience about ADHD. Method. Two hundred sixty four teachers completed the Knowledge of Attention Deficit Disorder Scale (KADDS), the Index of Teaching Stress (ITS), and a socio-demographic questionnaire. Results. Results showed that ISTs had more correct answers on total scale, on general information and on treatment sub-scales than PSTs. The PSTs had more lacks of knowledge on total scale than ISTs. The ISTs with experience about ADHD had more teaching stress, higher scores on self-efficacy and more accurate knowledge on total scale and on each sub-scale. In addition, ISTs knowledge correlated with post-grade education and years of experience. Self-efficacy correlated with experience about ADHD and years of experience. Discussion. The results are discussed in relation to teacher training.

Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes

“…Although the title of this study suggested it would investigate teacher attitudes toward ADHD, it did little more than examine the factual knowledge and misinformation teachers held. Various other studies share similar deficits in their research instrument choice or design, using factual statements, having limited ability to assess teacher attitudes, and instead predominantly assessing teacher ADHD-specific knowledge and/or misperceptions (e.g., Alanazi & Al Turki, 2021 ; Bekle, 2004 ; Rodrigo et al., 2011 ; Sciutto et al, 2000 ; Soriano Ferrer & Echegaray-Bengoa, 2021 ).…”