Background: Attention deficit/ hyperactivity disorder (ADHD) defined as physical movements which exceed the normal limit or the acceptable limit, and it shows in the form of a group of behavioral disorders arise as a result of many psychological and organic causes. Hyperactivity includes random, involuntary and unsuitable movements accompanied with an attention deficit. Despite the importance of the teacher's knowledge in the symptoms of the ADHD and the ways to deal with it; a small number of previous studies have examined this area. Objective: to assess the level of the teachers' knowledge & misconceptions about ADHD among primary school female teachers in Aseer, Saudi Arabia. Methods: A descriptive research using self-reported questionnaire. Results: (27.6%) of the teachers responded correctly, while (36.5%) responded incorrectly, and (35.9%) responded “don’t know” to the first subscale which include 15 items assessing general knowledge about the nature, causes and outcome of ADHD. (59.3%) of the teachers responded correctly, while (17.7%) responded incorrectly, and (23%) responded “don’t know” to the second subscale of KADDS which include 9 items assessing symptoms/diagnosis of ADHD. (33.2%) of the teachers responded correctly, while (24.5%) responded incorrectly, and (42.3%) responded “don’t know” to the third subscale of KADDS which include 12 items assessing the treatment of ADHD. Conclusion: Teachers have a major role in the identification and assessment of students with ADHD. This study was intended to examine teachers’ knowledge and misperceptions of ADHD. Teachers’ scores on KADDS were fairly good, pointing to relatively lack of knowledge about ADHD.
