Date of Award
Spring 5-2013
Degree Type
Honors College Thesis
Department
Curriculum, Instruction, and Special Education
First Advisor
David P. Daves
Advisor Department
Curriculum, Instruction, and Special Education
Abstract
There are many factors that can contribute to teacher stress in a primary school classroom. The classroom experience can be examined through various aspects, including the particular types of students that make up the class. Teachers can experience stress at a variety of levels in response to certain situations in their classroom experience, such as the presence of students with suspected and/or diagnosed ADD/ADHD in the classroom. Previous research has argued that teaching these students can be more challenging than when teaching other students. In this study, stress was measured using an altered version of the Perceived Stress Scale. The purpose of the study was to determine the level at which teachers feel stressed in regards students with ADD/ADHD as a result of the three dependent variables, teacher knowledge, classroom logistics, and perceived behavior of children with ADD/ADHD. The data showed that teachers felt low-moderate levels of stress.
Copyright
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Recommended Citation
Ellis, Annie M., "Teacher Stress and Attention Deficit/Hyperactivity Disorder" (2013). Honors Theses. 173.
https://aquila.usm.edu/honors_theses/173