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Jamaican teachers' attitudes toward children with oppositional defiant disorder, conduct disorder, and attention deficit hyperactivity disorder.


The purpose of the teaching/learning process is to ensure that students learn and reach their full potential. Often, teachers are unable to carry out this mandate because of disruptive behaviors of some students. The purpose of this qualitative study was to investigate teachers' attitudes toward students with disruptive-behavior disorders and attention deficit hyperactive disorder (ADHD). A qualitative research design that is descriptive was employed to understand and describe teachers' attitudes toward disruptive and ADHD students. A phenomenological approach was used to get in-depth data about teachers' attitudes toward these students. The data collection technique was individual semistructured interviews. The sample was drawn from a population of teachers who teach students with disruptive behavior and ADHD. The sample comprised 20 teachers, all of whom volunteered to be individually interviewed. Content analysis is used to analyze the data. Narrative style is used to present the data. During data collection and analysis, four categories were developed: "Teachers' experience," "Teachers' feelings," "Teachers' reactions," and "Teachers attitudes toward the sexes." Thirteen themes emerged that yielded results that indicate that teachers' attitudes toward disruptive and ADHD students were generally negative. Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) students were viewed more negatively than ADHD students. Disruptive boys were treated differently than disruptive girls. The study formed the basis for future research.