«Η αυτοαποτελεσματικότητα των Εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης ως προς τη σχολική, κοινωνική και συναισθηματική λειτουργικότητα μαθητών με Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ)

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, developmental, neurobiological disorder that occurs in toddlers and schoolchildren and educators play an important role in its recognition and effective management. The purpose of this study was to investigate the self-efficacy of Primary Education Teachers on the school, social and emotional functioning of students with ADHD. The survey involved 200 teachers of general and special education in Attica's public primary schools and completed a questionnaire on their perceptions and knowledge of ADHD, self-efficacy, ADHD competency and demographics. The findings of the study showed that general education teachers have more knowledge about the characteristics and symptoms of ADHD, while special education teachers have more knowledge about the etiology and treatment of the disorder. Also, special education teachers show higher self-efficacy than general education teachers in managing students with ADHD. In conclusion, teachers with a high sense of self-efficacy apply innovative classroom management approaches, shape a supportive learning environment, and maintain students' interest in the learning process by enhancing their motivation and academic performance.                          Finally, a significant correlation was found between self-efficacy and teachers' knowledge and attitudes of both general and special education irrespective of gender, age, marital status, educational level and years of service.