Conocimientos y actitudes de los maestros de primaria frente al trastorno por déficit de atención e hiperactividad (TDAH) en tres escuelas públicas del distrito de Santiago de Surco en Lima
Fecha
2015
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Universidad Antonio Ruiz de Montoya
Resumen
El trastorno por déficit de atención e hiperactividad (TDAH) es un desorden neurológico del desarrollo, que afecta social, emocional y académicamente a los niños. Las capacidades de los maestros para detectar y tratar a los niños con TDAH son importantes para lograr el óptimo aprendizaje de los alumnos. El objetivo de esta tesis es conocerel nivel de conocimientos y tipos de actitudes que tienen los maestros de primaria frente al TDAH en tres escuelas públicas urbanas de Lima. La hipótesis central es que el porcentaje de maestros de primaria con conocimientos y actitudes adecuados frente al TDAH es significativamente bajo. Para lograr el objetivo de la tesis, se aplicó un instrumento cuantitativo y cualitativo, a una muestra de 57 maestros. Los resultados demuestran que solo 4% de los profesores encuestados tienen conocimientos suficientes, solo 5% tiene una actitud adecuada y ningún maestro tiene tanto conocimientos suficientes como una actitud adecuada frente a este trastorno. Los contenidos que menos se conocen son los referidos a la teoría y práctica para la detección y prevención de los efectos negativos del TDAH. En la evaluación de actitudes se encuentra que los peores resultados son los referidos a la prevención secundaria. Esta falta de conocimientos y actitudes podría afectar la relación entre el profesor y el alumno, lo que a su vez incidiría negativamente en la autoestima y el proceso de aprendizaje. Sin embargo, en el lado positivo, se encontró que los maestros están interesados en aprender sobre el TDAH, ya que puede ayudarlos a mejorar su desempeño en el aula. Por lo tanto, se recomienda evaluar la inclusión del TDAH en los programas de capacitación y de formación profesional de los docentes, como una política pública para proporcionar una mejor educación para todos.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental psychiatric disorder that affects social, emotional and academic performance of children. The capabilities of teachers to detect and manage children with ADHD are important to achieve the optimal learning of their students. The objective of this thesis is to identify the knowledge and attitudes that primary school teachers have about ADHD in Lima. The main hypothesis of this study is that the percentage of primary school teachers with adequate knowledge and attitudes toward ADHD is significantly low. The study applied qualitative and quantitative tools to 57 teachers of urban public schools from Lima in order to achieve its objective. The results show that only 4% of teachers surveyed have sufficient knowledge, only 5% have a proper attitude and no teacher has both sufficient knowledge and a proper attitude towards ADHD. The less known contents are the theory and practice for detection and prevention of ADHD negative effects. Regarding the attitude evaluation, the worst results are obtained in secondary prevention attitudes. This lack of knowledge and attitudes could affect the relationship between the teacher and student affecting negatively the student self-esteem and learning process. However, on the positive side, we find that teachers are interested in learning about ADHD since it may help them to improve their performance in class. Therefore, we recommend evaluating the introduction of ADHD in teachers training programs and in the career development program, as a public policy, to provide the best possible education to all students.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental psychiatric disorder that affects social, emotional and academic performance of children. The capabilities of teachers to detect and manage children with ADHD are important to achieve the optimal learning of their students. The objective of this thesis is to identify the knowledge and attitudes that primary school teachers have about ADHD in Lima. The main hypothesis of this study is that the percentage of primary school teachers with adequate knowledge and attitudes toward ADHD is significantly low. The study applied qualitative and quantitative tools to 57 teachers of urban public schools from Lima in order to achieve its objective. The results show that only 4% of teachers surveyed have sufficient knowledge, only 5% have a proper attitude and no teacher has both sufficient knowledge and a proper attitude towards ADHD. The less known contents are the theory and practice for detection and prevention of ADHD negative effects. Regarding the attitude evaluation, the worst results are obtained in secondary prevention attitudes. This lack of knowledge and attitudes could affect the relationship between the teacher and student affecting negatively the student self-esteem and learning process. However, on the positive side, we find that teachers are interested in learning about ADHD since it may help them to improve their performance in class. Therefore, we recommend evaluating the introduction of ADHD in teachers training programs and in the career development program, as a public policy, to provide the best possible education to all students.
Descripción
Palabras clave
Educación básica primaria, Trastorno por déficit de atención e hiperactividad, Profesores, Escuelas públicas, Santiago de Surco, Lima (Perú : Distrito), Lima (Perú : Departamento), Educación
Citación
Rossel, M. A. (2015). Conocimientos y actitudes de los maestros de primaria frente al trastorno por déficit de atención e hiperactividad (TDAH) en tres escuelas públicas del distrito de Santiago de Surco en Lima [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/15