Measuring knowledge of ADHD amongst Saudi male primary school teachers in Jeddah city in Kingdom of Saudi Arabia (KSA): design, development and evaluation of a training programme to enhance knowledge

Al-Shehri, Ahmed Mohammed (2021). Measuring knowledge of ADHD amongst Saudi male primary school teachers in Jeddah city in Kingdom of Saudi Arabia (KSA): design, development and evaluation of a training programme to enhance knowledge. University of Birmingham. Ph.D.

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Abstract

ADHD is a neurological disorder which can cause disruption to attention or hyperactivity or both. Whilst studies in KSA have shown ADHD prevalence between 11.6% and 16.4% amongst schoolchildren, Saudi educators have a poor level of knowledge of ADHD. It has been established that teachers play a significant role in supporting children with ADHD to achieve their educational potential. Therefore, it is crucial that schoolchildren learn in an environment free from barriers to their educational achievement. Teachers that possess a good level of knowledge about ADHD are needed in KSA to overcome barriers children with ADHD can face at school.

The purpose of the study was to enhance the level of ADHD knowledge amongst SpLD and General primary schoolteachers in Jeddah, KSA, in order to help them better support children with ADHD to reach their educational potential at school. Studies that measured the level of ADHD knowledge amongst primary school teachers as well as studies that designed and/or delivered an intervention to primary schoolteachers to enhance their level of ADHD knowledge were systematically reviewed in this study. An instructional design model was used to create an in-service teacher training programme to enhance teachers’ knowledge of ADHD and classroom management strategies. The effectiveness of the intervention to enhance knowledge was measured pre-and post-training. By using a mixed method approach the study measured knowledge of ADHD amongst 130 teachers and interviewed 10 SpLD and 10 General teachers (20 in total) to elicit their views on what could be done in general to overcome their lack of knowledge and specifically seek their opinions on training as a method of enhancing knowledge. The researcher designed and delivered a training programme to teachers and measured the effectiveness of the training as a way on enhancing teachers’ knowledge by redistributing questionnaires used in the first stage of the study.

The results of this study demonstrate that training can enhance the level of knowledge of ADHD and, also improve misconceptions about the disorder amongst teachers. The positive impact of training was further supported by allowing teachers the opportunity to contribute towards the design of training. The findings of this study have a potential significant impact on teaching practice of children with ADHD in KSA. This research can play a key role in the development of ADHD in-service training initiatives for Saudi teachers in general.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
Supervisor(s):
Supervisor(s)EmailORCID
Allan, JulieUNSPECIFIEDUNSPECIFIED
Hall, NeilUNSPECIFIEDUNSPECIFIED
Licence: All rights reserved
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: L Education > L Education (General)
URI: http://etheses.bham.ac.uk/id/eprint/11649

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