Impact of teaching experience with ADHD on knowledge, self-efficacy and teacher stress

Studies that have compared the knowledge that pre-service teachers (PSE) and in-service teachers (PCE) have about ADHD have shown conflicting results. In addition, the role that teaching experience with children with ADHD has on knowledge, self-efficacy and teacher stress has not been addressed in previous studies. Therefore, this study aims to: a) compare the knowledge, misconceptions and knowledge gaps of the PCE and PSE of Spain, about ADHD; b) analyze the experience of PCE with children with ADHD and the relationship with knowledge, self-efficacy, and teacher stress; c) analyze the relations of knowledge about ADHD with sociodemographic variables. 134 PSE and 115 PCE participated. They completed the Knowledge Scale on Attention Deficit Hyperactivity Disorder (KADDS), the Teaching Stress Index (STI) and a socio-demographic information questionnaire. The results indicate that the knowledge of both groups is similar, although the PSE obtained more successes on symptoms / diagnosis and the PCE presented more misconceptions on the total scale and on symptoms / diagnosis. The PCE, who had experience with children with ADHD, experienced a higher level of teacher stress and greater self-efficacy. Knowledge about ADHD correlated with career subjects, courses on ADHD and years of professional experience.