International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Teacher Preparedness, Inclusive Education Gaps, and ADHD Support in Rural and Urban Schools: A Mixed-Methods Study in Ghana

Author(s) Dr. Richard Osei Agjei
Country Ghana
Abstract Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a leading neurodevelopmental condition affecting children worldwide, with significant implications for learning and social development. In Ghana and other low- and middle-income countries, teacher preparedness and institutional capacity remain critical yet underexamined determinants of effective classroom support. A prior qualitative study identified that only one-third of Ghanaian educators had received formal inclusive education training, signalling a systemic professional development deficit. This study builds on that finding by systematically examining disparities in teacher preparedness, knowledge, attitudes, and ADHD support practices across rural and urban school contexts in Ghana.
Methods: An explanatory sequential mixed-methods design was employed. The quantitative phase involved 200 primary and junior high school teachers (100 rural, 100 urban) recruited through stratified purposive sampling who completed the Teacher Knowledge and Attitudes about ADHD Scale (KAADS) and a school resource inventory. Hierarchical regression identified predictors of effective ADHD support practices. The qualitative phase comprised six focus group discussions with purposively selected teachers to contextualise the quantitative findings, analysed using Braun and Clarke's thematic framework.
Results: Urban teachers demonstrated significantly higher mean ADHD knowledge scores than rural teachers (62.4 vs. 54.7; t(198) = 4.83, p < .001, d = 0.68). Formal training (beta = .41, p < .001) and access to specialist support staff (beta = .29, p < .001) were the strongest predictors of effective ADHD classroom practices. Only 38% of the total sample had received any ADHD-specific training. Qualitative themes identified five systemic barriers: absent or superficial pre-service training; absence of referral systems particularly in rural areas; structural impossibility of individualised support under large-class conditions; cultural stigma and family resistance to ADHD labelling; and urban teachers remaining underprepared despite better resource access.
Conclusion: Teacher preparedness, rather than school location per se, is the principal determinant of effective ADHD support. Addressing the training deficit and structural inequities between rural and urban schools is essential for strengthening inclusive education and improving ADHD outcomes in Ghana. Policy reforms should prioritise mandatory pre-service and in-service ADHD training, specialist staffing in rural schools, and culturally responsive awareness campaigns.
Keywords ADHD, teacher preparedness, inclusive education, rural-urban disparities, Ghana, mixed-methods
Field Sociology > Health
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-05
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.73662
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals