Öğretmenlerin Dikkat Eksikliği ve Hiperaktivite Bozukluğunu Tanıma Yeterlilikleri

Year 2024, Volume: 8 Issue: 1, 1 - 28, 24.07.2024

Mehmet Biçer , Bayram Çetin

Abstract

ÖZ
Bu çalışmada çeşitli branşlarda görev yapan öğretmenlerin Dikkat Eksikliği ve Hiperaktivite Bozukluğunu (DEHB) tanıma yeterlilikleri incelenmiştir. Araştırmaya ait katılımcılardan bilgi toplamak amaçlı “Dikkat Eksikliği ve Hiperaktivite Bozukluğu Tanıma Yeterlilik Ölçeği” ve katılımcılara kişisel bilgi formu uygulanmıştır. Uygulama için bu ölçek formları, Türkiye’de görev yapan branş öğretmenlerinden 81 ilde görev yapan 314 sınıf öğretmeni, 250 okul öncesi öğretmeni, 213 özel eğitim öğretmeni ve 702 psikolojik danışman olmak üzere toplamda 1479 gönüllü öğretmene uygulanmıştır. Verilerin istatistiksel analizi yapılırken t testi ve ANOVA testi kullanılmıştır. Yapılan araştırma sonucunda DEHB tanıma yeterlilik puanlarının ortalamalarının cinsiyet, mesleki kıdem yılı, medeni durum ve görev yapılan il değişkenine göre istatistiksel olarak anlamlı bir farklılık göstermediği bulunmuştur. Araştırma, branş, eğitim düzeyleri, DEHB konusunda eğitim alma durumu, DEHB tanılı öğrencisi olup olmama, DEHB tanılı bir tanıdığa sahip olma, görev yapılan kurum ve DEHB ile ilgili kitap ya da makale okuma gibi değişkenlere göre DEHB tanıma yeterlilik puanlarında istatistiksel olarak anlamlı farklılıklar olduğunu ortaya koymuştur.

Keywords

DEHB (Dikkat Eksikliği ve Hiperaktivite Bozukluğu, dikkat eksikliği, eğitim, öğretmen, mesleki gelişim

Teachers’ Competencies in Recognizing Attention Deficit and Hyperactivity Disorder

Abstract

This study investigated the proficiency of teachers working in different sectors to recognize Attention Deficit and Hyperactivity Disorder (ADHD). In order to collect information from the participants of the study, the “Attention Deficit and Hyperactivity Disorder Recognition Competence Scale” and a personal information form were applied to the participants. These scale forms were administered to a total of 1479 volunteer teachers, including 314 classroom teachers, 250 preschool teachers, 213 special education teachers, and 702 psychological counselors among the branch teachers working in 81 provinces of Turkey. The t-test and ANOVA test were used for the statistical analysis of the data. As a result of the research, it was found that there was no statistically significant difference in the mean scores of ADHD recognition skills according to gender, years of professional experience, marital status, and the province in which they worked. The research shows that there are statistically significant differences in ADHD recognition proficiency scores according to variables such as industry, education level, having received training on ADHD, having a student diagnosed with ADHD, having an acquaintance diagnosed with ADHD, the institution where they work, and having read books or articles about ADHD.

Keywords

ADHD (Attention Deficit Hyperactivity Disorder, attention deficit, education, teacher, professional development

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