Knowledge and perceptions of Singapore primary school teachers towards ADHD students and its association with teacher-student interaction

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Type
Thesis
Author
Suhana Ahamad Manzur
Supervisor
Chew, Chelsea Liang Ru
Abstract
This study investigates the knowledge and perceptions of primary school teachers in Singapore towards ADHD and its association with teacher-student interaction. The researcher investigates the teachers’ level of knowledge regarding ADHD and finds out what teachers believe are the causes/motivations of ADHD-type behaviours in their students. The researcher also tries to determine teachers’ preferred methods/strategies used to manage students exhibiting ADHD-type behaviours and if there were any correlations between measures. Two hundred and ninety-six primary school general education teachers in Singapore from the North, South, East and West zones were given a questionnaire to fill in. Analysis of results showed that while a majority of the teachers knew ADHD to be a neurological disorder, many also felt that the misbehaviours of students displaying ADHD-symptoms were deliberate and not involuntary. Results also showed that when teachers have high levels of selfefficacy for handling ADHD students, they tend to find them less disruptive and spend less time trying to manage their behaviours. A correlation was also found between teachers’ level of self-efficacy for managing ADHD students and willingness to have these students in their classes.
Date Issued
2010
Call Number
LB1033 Suh
Date Submitted
2010