A Status And Correlational Study On Ordinary Primary School Teachers’ Knowledge,Approaches And Efficacy In Dealing With ADHD Students

Attention deficit hyperactivity disorder,as a group of neurodevelopmental disorders with attention deficit,hyperactivity and impulsivity as the core symptoms,is relatively common in ordinary primary school students,which brings high difficulty to the teaching of ordinary primary school teachers.Having Correct understanding of ADHD and high confidence in teaching ADHD students is conducive to teachers overcoming all kinds of difficulties in teaching and persisting in exploring and practicing effective teaching methods for ADHD students.Based on Bandura’s selfefficacy theory,this study takes teachers’ knowledge of ADHD,instructional and behavior management practice with ADHD students and teacher efficacy for inclusive education with ADHD students as the variables to dig into the status of ordinary primary school teachers’ knowledge of ADHD,instructional and behavior management practice with ADHD students and teacher efficacy for inclusive education,and explore the relationship between the three,then finally puts forward suggestions improving ordinary primary subject school teachers’ teacher efficacy and ability for inclusive education with ADHD and improving the educational environment for ADHD students.Quantitative research method and qualitative research method are both used in this research.In the quantitative research,169 ordinary primary school teachers were investigated by using the questionnaire of teachers’ knowledge of ADHD,instructional and behavior management practice with ADHD students and teacher efficacy for inclusive education to investigate their status and correlation.In the qualitative research,12 ordinary primary school teachers,1 ordinary primary school psychology teacher and 1 ordinary primary school resource room teacher were interviewed with the outline of interview on teachers’ cognition and working condition in teaching ADHD students to have an insight into the status of ordinary primary school teachers’ cognition of ADHD,instructional and behavior management practice with ADHD students,teacher efficacy for inclusive education with ADHD students,support requests in teaching ADHD students and available support resources for ADHD students in ordinary primary school.Research findings are as follows:（1）The overall level of ordinary primary school teachers’ knowledge of ADHD is low.There are significant differences in the level of ordinary primary school teachers’ knowledge of ADHD in gender,age,teaching age,educational background,professional title,class hour,class size,but there are no significant differences in school area.Ordinary primary school teachers’ knowledge of ADHD symptoms and diagnosis is better than knowledge of general information and treatment,and the most knowledge is ADHD symptoms.（2）The frequency of ordinary primary school teachers’ using recommended instructional and behavior management approach is relatively high.There are significant differences in the frequency of ordinary primary school teachers’ using recommended instructional and behavior management approach in professional title and school area,but there are no significant differences in gender,age,teaching age,education background,class hours and class size.At the same time,ordinary primary school teachers seldom use the method of training children’s self-regulation skills,and ADHD students’ learning and behavior problems occur repeatedly.（3）The overall level of ordinary primary school teachers’ teacher efficacy for inclusive education with ADHD students is little higher than medium.There are significant differences in the level of ordinary primary school teachers’ teacher efficacy for inclusive education with ADHD in gender,age,teaching age,education background,professional title,school area,contact experience with ADHD students,but there are no significant differences in class hours and class size.Influenced by teachers’ educational philosophy and the severity of ADHD students’ symptoms,ordinary primary school teachers have great differences in teacher efficacy for inclusive education with ADHD students.In terms of behavioral management efficacy,ordinary primary school teachers are not confident enough to thoroughly improve students’ behavior problems.In terms of cooperative efficacy,most ordinary primary school teachers can smoothly follow up students’ school performance and discuss countermeasures with parents and other teachers of ADHD students,while a few teachers cooperate less with other teachers due to their contradictory attitudes towards ADHD students.（4）There is no significant correlation between ordinary primary school teachers’ knowledge of ADHD and the frequency of using recommended instructional and behavior management approach.（5）There is a moderate positive correlation between ordinary primary school teachers’ teacher efficacy for inclusive education with ADHD students and the frequency of using recommended instructional and behavior management approach.（6）There is a very low positive correlation between ordinary primary school teachers’ teacher efficacy for inclusive education with ADHD students and teachers’ knowledge of ADHD.（7）Ordinary primary schools lack professional support for ADHD students,and subject teachers in ordinary primary schools need diverse support such as cooperative intervention of ADHD students,training of knowledge of ADHD and strategies in teaching ADHD students,and supervision of professionals.According to the above research findings,this paper puts forward the following suggestions to improve the ordinary primary school teachers’ teacher efficacy in inclusive education and the ability to using instructional and behavior management approach with ADHD students,improve the educational environment of ADHD students:（1）An open ADHD information platform should be established to improve teachers’ and parents’ cognition and understanding of ADHD and promote homeschool cooperation.（2）Expand the educational approaches of ADHD knowledge for teachers,and improve the level of knowledge of all dimensions related to ADHD disease.（3）The cooperation between experts in the field of ADHD and ordinary primary school teachers should be strengthened,professional guidance should be implemented into teachers’ practical operation,and teachers’ teacher efficacy and practical ability of instructional and behavior management approach for ADHD students should be improved.（4）Increase support resources for ADHD students in ordinary primary schools,and establish a school intervention system for ADHD students.（5）Promote the cooperation between ordinary primary school psychology teachers,resource teachers and subject teachers,reduce the work burden of subject teachers,and improve the teaching quality of teachers to ADHD students.