#12048. Teachers’ self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils

September 2026publication date
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education
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Abstract:
Both the quality and quantity of teachers’ experiences of self-competence in dealing with pupils with symptoms of Attention Deficit Hyperactivity Disorder have been the subject of a great deal of research. The permanent monitoring of the levels at which teachers accomplish such competencies, which have a positive effect on the improvement of teaching, is one of the tasks of educational science. The present paper determines how teachers self-assess their efficacy in teaching pupils with behavioural difficulties based on the pupils’ symptoms of attention disorder and hyperactivity. Primary school teachers participated in the research. The teachers pro-vided data for a total of 1,383 pupils in whom they subjectively detected behavioural difficulties. The research reveals that the characteristics of the pupil best predict the teacher’s self-efficacy. More time spent in the classroom with the teacher, better academic achievement.
Keywords:
Attention Deficit Hyperactivity Disorder (ADHD); Primary school pupils; Self-efficacy of teachers

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