High school teachers' knowledge about inattention - hyperactivity disorder (ADHD) and studying related factors

Ashraf Tashakori, Sorour Nematpour, Forough Riahi, Amin Zakizadeh

Department of Medicine, Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

Refer this article

Ashraf Tashakori, Sorour Nematpour, Forough Riahi, Amin Zakizadeh, 2016. High school teachers' knowledge about inattention - hyperactivity disorder (ADHD) and studying related factors. Journal of medical pharmaceutical and allied sciences, V 6 - I 1, Pages -450 – 453. Doi: https://doi.org/10.55522/jmpas.V6I1.0120.

ABSTRACT

Due to the direct confrontation of teachers with academic issues and student behavior and their role in the identification, referral as well as the treatment of students with ADHD, it is necessary to have a good view with respect to these people until they be able to function properly in conjunction with it. Accordingly, in this study we have assessed the secondary school teachers' knowledge about ADHD disorder and if needed, take the necessary measures be taken to improve the knowledge of teachers.

This study was a descriptive cross-sectional study in which 312 teachers of all subjects from all schools of Ahvaz were studied in high school level. For this study, a questionnaire KADDS (Knowledge of attention deficit disorder scale) in addition, a questionnaire about demographic information were used. After the study using SPSS version 22, data were analyzed and descriptive statistics and statistical tests were evaluated.

In this study, 313 teachers had to fill out questionnaires. The average age of respondents was approximately 38 years and 40 percent of men and 60% women. Education level of 11.5 percent was associate's degree, bachelor 66.3 percent, 20.4 percent are postgraduates. The average duration of job skill time was almost 14 years. The level of general awareness about the ADHD has mean and standard deviation 18.1565 ± 3.73022 respectively. The average level of awareness about symptoms and how to diagnose ADHD was ("M = 9.7923, SD = 3.00294)" and mean level of awareness about how to treat ADHD was (“M = 13.2212, SD = 3.19955 "). There was no significant correlation between respondents' age and level of knowledge about ADHD (P> 0.05). Between sex of respondents and their awareness about ADHD there was no significant correlation (P> 0.05) as well as between the educational level of respondents and their awareness about ADHD there was no significant correlation (P> 0.05) and finally between the respondents and their awareness about ADHD variable teaching years there was no significant correlation (P> 0.05).

The result of this study indicates low teachers' general knowledge of ADHD disease and the lack of sufficient information on all levels of education and annual record and even in both sexes, unfortunately are weak and shows the importance of special attention to improve teachers' awareness of the disease. For the treatment and management of patients with ADHD, treatment requires team work, family and teachers of the people should work in this field. However, because of lack of proper knowledge of teachers, part of this collaboration was unsuccessful and creates a vacuum in the treatment of patients with ADHD.

Due to the direct confrontation of teachers with academic issues and student behavior and their role in the identification, referral as well as the treatment of students with ADHD, it is necessary to have a good view with respect to these people until they be able to function properly in conjunction with it. Accordingly, in this study we have assessed the secondary school teachers' knowledge about ADHD disorder and if needed, take the necessary measures be taken to improve the knowledge of teachers.

This study was a descriptive cross-sectional study in which 312 teachers of all subjects from all schools of Ahvaz were studied in high school level. For this study, a questionnaire KADDS (Knowledge of attention deficit disorder scale) in addition, a questionnaire about demographic information were used. After the study using SPSS version 22, data were analyzed and descriptive statistics and statistical tests were evaluated.

In this study, 313 teachers had to fill out questionnaires. The average age of respondents was approximately 38 years and 40 percent of men and 60% women. Education level of 11.5 percent was associate's degree, bachelor 66.3 percent, 20.4 percent are postgraduates. The average duration of job skill time was almost 14 years. The level of general awareness about the ADHD has mean and standard deviation 18.1565 ± 3.73022 respectively. The average level of awareness about symptoms and how to diagnose ADHD was ("M = 9.7923, SD = 3.00294)" and mean level of awareness about how to treat ADHD was (“M = 13.2212, SD = 3.19955 "). There was no significant correlation between respondents' age and level of knowledge about ADHD (P> 0.05). Between sex of respondents and their awareness about ADHD there was no significant correlation (P> 0.05) as well as between the educational level of respondents and their awareness about ADHD there was no significant correlation (P> 0.05) and finally between the respondents and their awareness about ADHD variable teaching years there was no significant correlation (P> 0.05).

The result of this study indicates low teachers' general knowledge of ADHD disease and the lack of sufficient information on all levels of education and annual record and even in both sexes, unfortunately are weak and shows the importance of special attention to improve teachers' awareness of the disease. For the treatment and management of patients with ADHD, treatment requires team work, family and teachers of the people should work in this field. However, because of lack of proper knowledge of teachers, part of this collaboration was unsuccessful and creates a vacuum in the treatment of patients with ADHD.

Keywords:

ADHD, Teacher, Educational development.

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