How Female Educators with Attention-deficit/Hyperactivity Disorder Experience the Teaching Profession
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Authors
Colgrove, Mary, Ann
Issue Date
2023-07-28
Type
Dissertation
Language
en_US
Keywords
Curriculum development , Education , Dissertations, Academic , Anxiety , Attention-deficit hyperactivity disorder , Coping , Women teachers
Alternative Title
Abstract
This study examined how female educators with AD/HD experience teaching, specifically managing their classroom, interacting with colleagues, administrators, and parents, and interact socially with colleagues. Brock (2008) is the only study that specifically researching teachers with AD/HD, but her study does not investigate how female educators changed after being diagnosed with AD/HD.
I performed a hybrid study using a basic descriptive study and autoethnography. For this study, I posed three research questions: (1) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to manage a classroom learning environment, (2) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to professionally communicate student progress to colleagues, administrators, and parents, and (3) how does a diagnosis of AD/HD as an adult effect a female educator’s perception of her ability to interact socially with colleagues and support personnel? To answer these questions, I conducted a three-part life story interview (Atkinson, 2002). The first round of coding was performed using Emotion coding and the second round of coding was performed using Pattern coding (Saldana, 2016). I used these coding methods to analyze my participants’ interview data and answer my research questions.
After analyzing the data, I found multiple ranges of emotions and patterns of behavior. The ranges of emotions included positive, negative, and neutral. The patterns of behavior I identified were resilience and leveraging AD/HD. After performing a comparative analysis, I found that my participants had similar experiences.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.