School of Education


Doctor of Education (EdD)


James Swezey


Attention Deficit Hyperactivity Disorder (ADHD), Phenomenology, Self-efficacy, Support Systems


Curriculum and Instruction | Curriculum and Social Inquiry | Disability and Equity in Education | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education


The purpose of this phenomenological study was to examine the lived experiences in the public school setting of teachers involved in providing interventions for students diagnosed with ADHD. The theories guiding this study were Theory of Reasoned Action (Ajzen & Fishbein, 1980), Human Ecology or Bioecological Systems Theory (Bronfenbrenner, 2005), and theory of self-efficacy (Zimmerman & Bandura, 1994; Zimmerman & Martinez-Pons, 1990; 1992). The study followed the theory, concepts, and methods of the phenomenological research model that allowed participants to provide a personal perspective and reflection on their experiences. The following four research questions guided the study: How do teachers perceive the experience of providing interventions in the public school setting for ADHD students? How do interventions for ADHD students affect the perceived relationship between the students and the teachers providing the interventions for them? How does a teacher providing interventions for ADHD students experience success or failure of those students? How are teachers’ perceptions towards ADHD students changed over time as a result of providing interventions for these students? Interviews, focus groups, and journaling were used to gather perception data from participants, which was transcribed, examined, coded, and broken down into themes that emerged throughout the research process. These themes, which create the phenomenon that describes the lived experiences of the teachers as intervention providers, formed the basis of the findings of the study. Themes identified were: Teacher attitude and understanding of ADHD, flexibility and creativity in interventions, and teacher self-reflection.