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Teachers’ perception of their own efficacy in managing children with ADHD in the classroom
Author
Yeo, Cynthia Siew Leng
Supervisor
Chew, Chelsea Liang Ru
Abstract
The current study aims to study the various factors that may affect teachers’ abilities and perceptions in managing children with ADHD in their classrooms. Demographic factors, such as the teachers’ educational background, their teaching experiences and if they have received any form of specialized training will be examined. Professional and psychological factors, such as teachers’ attitudes towards children diagnosed with ADHD, attributions of the disorder, their knowledge of the disorder and the treatments available, and their ADHD-specific pedagogical beliefs will also be explored. Other factors that discourage or encourage the carrying out of strategies or ADHD-specific pedagogical beliefs in the classroom will be considered too. The study also had an additional interest in the unchartered areas of teachers’ dispositions in managing these children. Three facets of teachers’ dispositions, namely the tendency of having ADHD traits, being understanding and having positive thinking, will be studied.
Date Issued
2012
Call Number
LC4713.2 Yeo
Date Submitted
2012