TEACHERS' KNOWLEDGE, ATTITUDES, AND PERCEPTIONS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AND MANAGEMENT STRATEGIES OF PUPILS IN KISII COUNTY, KENYA

Abstract

Attention Deficit Hyperactivity Disorder (ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that are more frequent and severe than typically observed in individuals at comparable developmental levels. ADHD significantly impairs a child's academic performance, social relationships, and overall well-being. Despite its prevalence, limited research exists on how Teachers’ knowledge, attitudes, and perceptions of ADHD influence the choice of classroom management strategies employed. This study investigated the extent to which these factors affect the management of pupils with ADHD in Kisii County, Kenya.The objectives of the study were to: (1) examine the relationship between Teachers’ knowledge of ADHD and the choice of classroom management strategies; (2) assess the relationship between Teachers’ attitudes toward ADHD and the choice classroom management practices; (3) explore the relationship between Teachers’ perceptions of the causes of ADHD and the choice classroom management strategies; and, (4) determine how ADHD-related learner behaviours influence Teachers’ choice of classroom management strategies. Grounded in behaviourism and social learning theories, the study employed a mixed-methods design and multistage cluster sampling. A total of 323 Teachers from a population of 6,154, including 8 head Teachers and 16 class Teachers responded.A questionnaire adopted from the ASKAT scale was used to collect data, interview schedules, and focus group discussion guides—refined through expert input. Instrument reliability was confirmed using the Cronbach’s alpha method, yielding a coefficient of 0.87. Data analysis involved descriptive statistics, correlation, ordinal regression, and thematic analysis. Results indicated statistically significant positive correlations between: Teachers' knowledge of ADHD and management strategies (ρ = 0.396, p < 0.001); perceptions of causes of ADHD and management strategies (ρ = 0.281, p < 0.001); attitudes towards ADHD and management strategies (ρ = 0.325, p < 0.001); and ADHD-related learner behaviours and management strategies (r = 0.268, p < 0.001). The study concluded that many Teachers possess insufficient knowledge of ADHD, hold negative attitudes, and maintain misconceptions about its causes, which hinders effective classroom management. The study recommends targeted teacher training on ADHD causes, behaviours, and evidence-based management strategies. These findings offer valuable insights for Teachers and policymakers in developing comprehensive guidelines to support learners with ADHD-related behaviours.