Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder and Self-Efficacy in Supporting Students With Adhd

The increasing prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in school settings highlights the critical role of teachers in the early diagnosis and effective educational support of students with the disorder. Teachers' knowledge of ADHD is consistently linked to their teaching practices, attitudes, and perceived self-efficacy. However, empirical evidence in the international literature reveals significant knowledge gaps and limited professional readiness. The present study aimed to investigate Greek teachers' knowledge of ADHD, to examine their relationship with perceived self-efficacy in teaching to support students with ADHD, and to identify demographic and professional predictors for both concepts. The sample consisted of 151 primary and secondary school teachers. Data were collected using the Knowledge of Attention Deficit Disorders Scale (KADDS) and the Teachers’ Sense of Efficacy Scale (TSES). Descriptive, correlational, and multiple regression analyses were performed. The findings showed that teachers demonstrated satisfactory knowledge of the symptoms and diagnostic characteristics of ADHD, but moderate to low levels of knowledge about general aspects and, in particular, treatment-related issues. Teachers' perceived self-efficacy was reported at moderate to high levels, with higher scores on teaching strategies than on student engagement and classroom management. Significant positive correlations were found between teachers' knowledge of ADHD, particularly knowledge of symptoms and diagnosis, and all dimensions of self-efficacy. Participation in ADHD training programs emerged as the strongest predictor of teachers' knowledge, while specialized studies in special education, teaching experience, and higher educational attainment were associated with increased self-efficacy. Knowledge of ADHD symptoms was identified as an important predictor of teachers' effectiveness in engaging students and managing the classroom. The findings underscore the need for a better understanding of the disorder on the part of teachers as a key component of inclusive education. Strengthening teachers' knowledge appears to be essential for enhancing self-efficacy and improving the quality of educational support provided to students with ADHD.