Akademik Veri Yönetim Sistemi
International Journal of Disability, Development and Education, 2025 (SSCI, Scopus)
This descriptive and correlational study was conducted to determine the stigmatisation towards Attention Deficit Hyperactivity Disorder (ADHD), attitudes towards undesirable student behaviours in the classroom and self-efficacy levels of primary school teachers. The study sample consisted of 307 teachers working in a province in Turkey during the 2021–2022 academic year. Data were collected through an online survey method using teacher introduction form, ADHD Stigma Questionnaire (ASQ), Teacher Attitude Scale Towards Undesirable Intraclass Behaviours of Students (TASUIBS), and General Self-Efficacy Scale (GSE). There was a statistically significant and positive relationship between the mean ASQ score and the mean TASUIBS score at a very weak level. In structural equation modelling, the effect of TASUIBS on the ASQ was statistically significant (β = 0.163; p < 0.001). Furthermore, TASUIBS predicted 2.7% of the ASQ. The level of knowledge about ADHD and meeting the needs of ADHD students explained 6.2% of the change in the GSE. As a result of this study, it was determined that as teachers’ perception of stigmatisation increased, they showed negative attitudes towards unwanted behaviours in the classroom. Teachers’ knowledge about ADHD was determined to affect general self-efficacy. Experimental studies are recommended to transform attitudes into behaviours.