A Descriptive Study to Assess the Level of Knowledge Regarding Attention Deficit Hyperactive Disorders in Children among Primary School Teachers in Selected Schools at MaharashtraJournal: International Journal of Science and Research (IJSR) (Vol.10, No. 5)
Publication Date: 2021-05-05
Authors : Rani P. Mani;
Page : 437-441
Keywords : knowledge; ADHD; Primary school teachers;
Background of the study: Attention deficit hyperactivity disorder is a disorder of childhood and adolescence and it is one of the most common psychiatric disorders that cause distress in the lives of both children and adult. If Attention deficit hyperactivity disorder remains undetected the child may experience academic failure, rejection by peers, and develop low-self-esteem. Teachers are seen as one of the most important sources of information with regard to referral and diagnosis of ADHD. They also have the accountability for creating an environment conductive to academic, social and emotional success for children with ADHD. Therefore a study was undertaken to assess the knowledge regarding attention deficit hyperactivity disorder in children among primary school teachers in selected primary schools at Maharashtra. Objectives: To assess the level of knowledge regarding attention deficit hyperactive disorder in children among primary school teachers in selected schools at Maharashtra and to find out the association between level of knowledge regarding attention deficit hyperactive disorder in children among primary school teacher with selected socio demographic variables. Methodology: Quantitative research approach with descriptive research design was used for this study. The total 100 samples were selected by Convenient sampling technique. The self-administered structured questionnaires were used to assess the knowledge. The data was analyzed by descriptive and inferential statistics. Result: Based on the findings, the result of the study shows that majority of primary school teachers (91%) had average level of knowledge about attention deficit hyperactive disorder, whereas only (9%) had good knowledge regarding attention deficit hyperactive disorder. The analysis revealed that there is association between the levels of knowledge of primary school teachers regarding attention deficit hyperactive disorder with teaching experience (i.e. P=0.0358). Conclusion: The study concludes that the majority of samples have only average knowledge about ADHD. Result from this study brings light to the fact that teachers need to be educated and supported to further their professional development regarding ADHD. Teachers who are knowledgeable about ADHD are better prepared to be in a position to provide adequate teaching, assistance and support for children with ADHD.
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