Keywords
Knowledge
Teachers
Schoolchildren
How to Cite
Abstract
The present study aimed to explore the knowledge of ADHD among 158 teachers from Concepción Province, Chile. The relationship between objective knowledge, training received, and their perception of their level of knowledge and ability to teach students with ADHD was studied. The MAE-ADHD questionnaire was used to measure objective knowledge, while an ad hoc questionnaire was used to measure self-perceived knowledge and teaching ability. The results showed significant variation in objective knowledge of ADHD among teachers, with marked limitations in the general information and aetiology subscales of the MAE-ADHD. Teachers with specific training in ADHD showed better performance than their untrained peers on the symptoms and treatment subscales. An interesting relationship was observed between teachers' self-perceived knowledge and their objective knowledge; teachers who perceived a higher level of subjective knowledge and ability to teach children with ADHD demonstrated, in general, a higher level of objective knowledge. Individual inconsistencies were identified between teachers' self-perceptions and their objective knowledge, a matter that could influence their disposition towards teaching and the pedagogical strategies implemented in the classroom. In conclusion, there is a need to evaluate teachers' knowledge of ADHD and to enhance their training in this area.
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