J Korean Acad Soc Nurs Educ.  2014 Aug;20(3):382-391. 10.5977/jkasne.2014.20.3.382.

Effects of teachers' internal-external control and leadership type on educational intervention for School-aged Attention Deficit Hyperactivity Disorder

• Cho YK
• Park WJ

• KMID: 2327519
• DOI: http://doi.org/10.5977/jkasne.2014.20.3.382

Abstract

PURPOSE
The purpose of this study was to identify the predictors influencing on educational intervention for Attention Deficit Hyperactivity Disorder (ADHD) after analyzing the relationship among teachers' internal-external locus of control, leadership type and educational intervention for ADHD.
METHODS
A cross sectional study design was conducted with 255 teachers in three schools located in D, K and Y city. The data were analyzed by t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression using SPSS 20.0.
RESULTS
Internal locus of control showed significantly positive correlations with educational intervention for ADHD. Efficient leadership type, harmony-oriented leadership type showed significant differences in inefficient leadership type on educational intervention for ADHD. Significant factors of the educational intervention were efficient leadership type, harmony-oriented leadership type, task-oriented leadership type and internal locus of control that were explained by 20.0% (F=12.5, p<.001) of educational intervention for ADHD.
CONCLUSION
Based on the findings of this study, it is necessary to have teacher's efficient leadership type focused on ADHD symptoms. Teachers need to enhance their positive domain of internal-external locus of control towards students with ADHD to increase the effectiveness of their educational interventions for ADHD.

Keyword

Internal-external control; Leadership; Education; Attention Deficit Disorder Hyperactivity

MeSH Terms

Attention Deficit Disorder with Hyperactivity*
Education
Humans
Internal-External Control*
Leadership*