Bridging the Knowledge on Attention Deficit Hyperactivity (ADHD) Disorder among Primary School Teachers

Abstract

Attention Deficit Hyperactivity (ADHD) is a prevalent neurobehavioral disorder affecting children's social, academic, and emotional development, with rising global incidence among children. This study assessed ADHD knowledge among 30 primary school teachers. A Quantitative approach-non-experimental univariate descriptive design was adapted to assess ADHD knowledge among 30 primary school teachers. Data was collected via Google Forms, with oral consent obtained from the principal. Convenient sampling was employed for participant selection. Using a structured questionnaire, the results showed that 90% of teachers had inadequate knowledge about ADHD, with no teachers demonstrating adequate understanding. The study found a correlation between teaching experience and ADHD knowledge but no significant relationship with other demographic factors. Data were collected via a Google Form, and statistical analysis was conducted using SPSS software. The study highlights that while teachers generally have a positive attitude, misconceptions about ADHD may hinder early diagnosis and intervention, emphasizing the need for increased training and awareness.