This report presents the findings of a survey conducted to investigate elementary teachers' knowledge of Attention-Deficit Hyperactivity Disorder (ADHD). The study utilized a questionnaire adapted from Jerome et al. (1994) to assess teachers' understanding of ADHD symptoms, diagnosis, and management strategies. The survey included demographic questions and a series of true/false questions, modified for the Malaysian context, and distributed electronically. The results, based on 131 responses, reveal varying levels of teacher knowledge, with some misconceptions regarding the causes and characteristics of ADHD. The report includes detailed analysis of the responses, presented in tables and graphs, and discusses the implications of these findings in relation to existing research. The study highlights the need for improved teacher training and awareness programs to enhance the effective identification and support of students with ADHD.
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