Master's Theses

Document Type

Thesis - campus only access

Date of Award

Summer 1994

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate teachers', counselors', and principals' knowledge of Attention Deficit Disorder in school-aged children. The independent variables investigated were position, amount of in-service attended, gender, size of the participant's school, years of experience in education, and amount of formal education. The dependent variable was scores from the Knowledge of Attention Deficit Disorder Questionnaire. The sample of 303 consisted of 160 teachers, 61 counselors, and 82 principals (91 males, 212 females) from Kansas public school districts. Five composite null hypotheses were tested employing three-way analysis of variance (general linear model) and one composite null hypothesis was tested using a one-way analysis of variance (general linear model). A total of 20 comparisons were made plus 16 recurring. Of the 20 comparisons, 6 were for main effects and 14 were for interactions, of the 6 main effects, none were statistically significant at the .05 level. Of the 14 interactions, none were statistically significant at the .05 level. The results indicated no statistically significant associations between any independent variables and the dependent variable. The groups appeared to come from a common population pertaining to knowledge of Attention Deficit Disorder. The results of the present study appeared to support the following generalizations: 1. no association between position (teacher, counselor, principal) and knowledge of Attention Deficit Disorder; 2. no association between amount of in-service education attended and knowledge of Attention Deficit Disorder; 3. no association between gender and knowledge of Attention Deficit Disorder; 4. no association between size of the participant's school and knowledge of Attention Deficit Disorder; 5. no association between years of experience in education and knowledge of Attention Deficit Disorder ; and 6. no association between amount of formal education and knowledge of Attention Deficit Disorder.

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Rights

© 1994 Nancy Kincaid Riley

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