Hosseinnia Maede, Mazaheri Maryam Amidi, Heidari Zahra
Department of Health Education and Promotion, Student Research Committee, Isfahan, Iran.
Department of Health Education and Promotion, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2020 May 28;9:120. doi: 10.4103/jehp.jehp_696_19. eCollection 2020.
Attention deficit hyperactivity disorder (ADHD) is a common disorder in child psychiatry, which has a greater impact on the future life of the children affected in case of being untreated and undiagnosed. Given the undeniable role of teachers in improving this disorder and preventing its destructive consequences on children, the present research has examined the knowledge, attitude, and practice of elementary school teachers regarding ADHD.
This was a descriptive, cross-sectional study carried out in 2019. One hundred and twenty teachers were randomly selected as samples among public and private schools in three districts of Isfahan. Data were collected by a self-administrated questionnaire including demographic variables, knowledge, attitude, and practice of teachers regarding ADHD and were analyzed by descriptive and analytical statistics. The Spearman's and Kendall' correlation coefficient, -test, and Kolmogorov-Smirnov test were employed, and < 0.50 was considered statistically significant.
The findings indicated that 65% of teachers had favorable knowledge toward ADHD, 50% of them had a favorable attitude, and 56% of their practice was desirable. The questionnaire showed that only their knowledge about ADHD symptoms was desirable, but their knowledge about cause of the disorder and its treatment was not sufficient. There was an inverse relationship between the knowledge, attitude, and practice of teachers with age, and between education and having a child, a significant direct relationship was discovered. Teachers of public schools compared to private school teachers had significantly better knowledge, attitude, and practice.
Teachers' knowledge, attitude, and practice regarding ADHD was relatively high. However, it is necessary to educate teachers about etiology and methods of treatment of this disorder and behavior management of these students, especially private school teachers who need more education.
注意力缺陷多动障碍（ADHD）是儿童精神病学中的一种常见疾病，如果未经治疗和诊断，会对受影响儿童的未来生活产生更大影响。鉴于教师在改善这种疾病以及预防其对儿童的破坏性后果方面具有不可否认的作用，本研究调查了小学教师对ADHD的知识、态度和实践情况。
这是一项于2019年开展的描述性横断面研究。在伊斯法罕三个区的公立和私立学校中随机抽取120名教师作为样本。通过一份包括人口统计学变量、教师对ADHD的知识、态度和实践情况的自填式问卷收集数据，并采用描述性和分析性统计方法进行分析。使用了Spearman和Kendall相关系数、t检验和Kolmogorov-Smirnov检验，P<0.50被认为具有统计学意义。
研究结果表明，65%的教师对ADHD有良好的知识了解，50%的教师态度良好，56%的教师实践情况令人满意。问卷显示，只有他们对ADHD症状的了解是令人满意的，但他们对该疾病的病因及其治疗的了解并不充分。教师的知识、态度和实践与年龄之间存在负相关，与教育程度和是否有孩子之间存在显著的正相关。与私立学校教师相比，公立学校教师的知识、态度和实践情况明显更好。
教师对ADHD的知识、态度和实践情况相对较高。然而，有必要对教师进行关于这种疾病的病因、治疗方法以及这些学生行为管理方面的教育，尤其是私立学校教师，他们需要更多的教育。
