مستوى معرفة معلمات التعليم العام باضطراب تشتت الانتباه وفرط الحركة من وجهة

Abstract

This research aims to      identify the level of general education teachers' knowledge of attention deficit hyperactivity disorder from their point of view. To achieve this goal, the researcher used the descriptive analytical approach. By applying the questionnaire as a tool for collecting information, on the research sample consisting of (831) public education teachers in the primary stage in Makkah. The results of the first question indicated a low level, with an arithmetic mean (2.22), of general education teachers' knowledge of attention deficit hyperactivity disorder from their point of view. The first dimension (general knowledge of attention deficit hyperactivity disorder) came at a low level, with an arithmetic mean of (2.16), and the second dimension (knowledge of the criteria for diagnosing attention deficit hyperactivity disorder) came at a low level, with an arithmetic mean of (2.27). The results of the second question also indicated that there were no statistically significant differences (α = 0.05) in the knowledge of general education teachers with attention deficit hyperactivity disorder from their point of view because of the variables of years of experience and the educational institution in all dimensions and the total score. The researcher recommends the need to hold training courses and workshops to increase and improve the level of teachers with attention deficit hyperactivity disorder.