F1000Research · 2026
Psychometric Properties of the Greek Version of the ASKAT: Assessing Teachers' Knowledge and Attitudes Toward ADHD.
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Boukouvala Paraskevi, Soulis Spyridon-Georgios, Kotsis Konstantinos, Siafaka Vassiliki
Аннотация
BACKGROUND: Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition affecting a significant percentage of school-aged children worldwide. Teachers play a crucial role in identifying ADHD-related behaviors and fostering inclusive classroom environments. This study aimed to validate the Greek version of the ADHD-Specific Knowledge and Attitudes of Teachers (ASKAT) questionnaire and assess the knowledge and attitudes of Greek preschool and primary school teachers regarding ADHD.
METHODS: A national sample of 1,032 teachers from both public and private preschool and primary schools across Greece completed the ASKAT questionnaire online through Google Forms. Data collection was conducted from May 2022 to May 2023, over an approximate 12-month period. The analysis focused on the ADHD-specific knowledge and attitudes components of the tool.
RESULTS: Confirmatory Factor Analysis (CFA) supported the five-factor structure of the Attitudes Scale (SASA) (CFI = 0.961; TLI = 0.953), confirming the internal consistency of the attitude-related factors. Internal consistency was found to be acceptable for most SASA subscales (α ≥ 0.61), while the subscale "Positive Consequences of ADHD-type Behaviors" demonstrated slightly lower reliability (α = 0.57). The Knowledge Scale (SASK) also showed acceptable reliability (α = 0.656). Overall, teachers displayed adequate knowledge and generally favorable attitudes toward ADHD, with significant variations observed based on gender, education level, ADHD-related training, and teaching experience. These findings emphasize the need for continued refinement and validation of measurement tools, ensuring their relevance and reliability for use in educational settings.
CONCLUSIONS: The Greek version of the ASKAT serves as a valuable instrument for assessing teachers' ADHD-related knowledge and perceptions, laying the groundwork for focused professional development initiatives aimed at promoting inclusive practices in schools.
METHODS: A national sample of 1,032 teachers from both public and private preschool and primary schools across Greece completed the ASKAT questionnaire online through Google Forms. Data collection was conducted from May 2022 to May 2023, over an approximate 12-month period. The analysis focused on the ADHD-specific knowledge and attitudes components of the tool.
RESULTS: Confirmatory Factor Analysis (CFA) supported the five-factor structure of the Attitudes Scale (SASA) (CFI = 0.961; TLI = 0.953), confirming the internal consistency of the attitude-related factors. Internal consistency was found to be acceptable for most SASA subscales (α ≥ 0.61), while the subscale "Positive Consequences of ADHD-type Behaviors" demonstrated slightly lower reliability (α = 0.57). The Knowledge Scale (SASK) also showed acceptable reliability (α = 0.656). Overall, teachers displayed adequate knowledge and generally favorable attitudes toward ADHD, with significant variations observed based on gender, education level, ADHD-related training, and teaching experience. These findings emphasize the need for continued refinement and validation of measurement tools, ensuring their relevance and reliability for use in educational settings.
CONCLUSIONS: The Greek version of the ASKAT serves as a valuable instrument for assessing teachers' ADHD-related knowledge and perceptions, laying the groundwork for focused professional development initiatives aimed at promoting inclusive practices in schools.