Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

Abstract

<b>Background</b><br /> The purpose of this study was to investigate cross-cultural similarities and differences between Korean and German teachers in terms of knowledge, perceived teaching efficacy (PTE), and attitudes regarding students with attention deficit hyperactivity disorder (ADHD), as well as to evaluate how teachers’ experiences influence their attitudes through knowledge and perceived teaching efficacy, based on three components of attitudes within a culture as well as across cultures.<br /> <br /> <b>Participants and procedure</b><br /> Participants were teachers from Korea (n = 639) and Germany (n = 317). Through disproportional stratified sampling, matched samples of 264 Korean and 264 German teachers were obtained. The Kos questionnaire was slightly modified for the two countries due to different cultural backgrounds, by conducting translation/back-translation, item review, and a pilot study. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 and AMOS 22.0 were used to analyze the data. <br /> <b>Results</b><br /> Korean teachers showed higher knowledge than German teachers. German teachers were found to have a greater PTE as well as more favorable attitudes compared to Korean teachers. Both Korean and German teachers’ experience led to their attitudes through knowledge and PTE. Also, the ways in which these variables have an influence on teachers’ attitudes differ between Korea and Germany. <br /> <br /> <b>Conclusions</b><br /> This investigation proved the cross-cultural differences of all research variables (experience, knowledge, PTE, attitudes) as well as the research model (knowledge and PTE as mediators) based on attitude theory. This study can be a preliminary resource to develop an <i>ADHD</i> management manual based on theoretical and cultural perspectives in both countries, so that both Korean and German teachers can be prepared for students with ADHD in their daily classroom practice.

Knowledge of attention/deficit hyperactivity disorder (ADHD) – a comparison of pre-service teachers in primary and special education in Germany

“…Pre-service teachers also need to improve their understanding of ADHD. This could help for their future children with ADHD in their classroom to perform better at school, not only academically but also socially, and could strengthen children's resilience and self-esteem, which can positively affect these children's future success (Lee, 2015;Ohan et al, 2008). This can increase pre-service teachers' confidence in teaching and managing children with ADHD in the future classroom, rather than giving up on them.…”

“…The first author modified Kos's (2004) questionnaire (English version) to investigate Korean and German in-service teachers' knowledge of ADHD, by conducting a translation/back-translation procedure and item review in order to confirm the equivalence of the survey instrument in different cultures (Lee, 2015). For this study, the two relevant parts (B and F) of the survey instrument (German version) were slightly modified to investigate pre-service teachers' knowledge (Lee, 2015) 1 .…”

“…The survey instrument constructed by Lee (2015) was slightly modified for pre-service teachers, and consists of the three subscales: (a) characteristics of ADHD, (b) causes of ADHD, and (c) subtypes of ADHD.…”

“…For this study, the two relevant parts (B and F) of the survey instrument (German version) were slightly modified to investigate pre-service teachers' knowledge (Lee, 2015) 1 .…”

“…For example, adults who had ADHD in childhood reported about their overcoming of difficulties through their teachers' professional guidance and care, which acted as a turning point for coping with their disorders (Barkley, 2007). In addition, due to the majority of children with ADHD attending regular classroom settings in Germany, it is necessary for teachers to be well prepared to provide ADHD children appropriate care and education (Murray, 2009;Lee, 2015).…”