Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-1996
Committee Chair or Co-Chairs
Russel West
Committee Members
Donn Gresso, Marie Hill
Abstract
The purpose of this study was to determine the knowledge level (general, etiology, assessment, treatment) of attention deficit hyperactivity disorder (ADHD/ADD) of principles, regular education teachers, and special education teachers in the First Educational District in Northeast Tennessee. The study further the amount of instruction on ADHD/ADD that educators received as part of their teacher training and after they began teaching, the number of books and articles they read on ADHD/ADD, the number of students with ADHD/ADD they worked with, and the number of students they worked with who were on medication. The study also revealed teacher beliefs about ADHD/ADD as a legitimate educational problem, benefits of additional training, and how to best receive information on ADHD/ADD. Six research questions guided the study and 20 null hypotheses were formulated and tested at the .05 level of significance. Data were analyzed by using the t-test, the analysis of variance and the analysis of covariance. Results of the study indicated a significant difference between position and knowledge, degree and knowledge, and years of professional experience and knowledge. No significant difference existed between the type of system employed in and knowledge level.
Document Type
Dissertation - unrestricted
Recommended Citation
Blevins, Judy, "Public School Teachers’ and Principals’ Knowledge of Attention Deficit Hyperactivity Disorder" (1996). Electronic Theses and Dissertations. Paper 4283. https://dc.etsu.edu/etd/4283
Copyright
Copyright by the authors.