The Reality of Attention Deficit Hyperactivity Disorder (ADHD) Among a Sample of Basic Education School Students from Their Teachers' Perspective

Abstract

This study aimed to determine the level of Attention Deficit Hyperactivity Disorder (ADHD) and impulsivity among a sample of primary education students from their teachers' perspectives. The study adopted the descriptive approach as it is appropriate for such research. Data were collected using a researcher-designed questionnaire consisting of (30) items distributed across (3) domains: (Inattention, Hyperactivity, and Impulsivity).

 The questionnaires were distributed to a stratified sample, where five primary education schools were selected under the Es-Saeh Education Directorate. The total number of male and female teachers in these schools was (220), representing (55%) of the teachers in these schools. Accordingly, the questionnaires were distributed to (121) teachers, and the number of returned questionnaires valid for analysis was (111). Upon analyzing the collected questionnaires using the (SPSS) software, version (25), the study reached a set of results, the most important of which are: The actual level of ADHD across its combined dimensions among the students of the study sample was at a (moderate) assessment degree. The (Hyperactivity) domain ranked first as the most common behavioral manifestation, followed by the (Impulsivity) domain in second place, while the (Inattention) domain ranked third and last.