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KMID : 0869920140200030382
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Journal of Korean Academy Society of Nursing Education
2014 Volume.20 No. 3 p.382 ~ p.391
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Effects of teachers’ internal-external control and leadership type on educational intervention for School-aged Attention Deficit Hyperactivity Disorder
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Cho Young-Kyung
Park Wan-Ju
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Abstract
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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.
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KEYWORD
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Internal-external control, Leadership, Education, Attention Deficit Disorder Hyperactivity
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