Language teachers with ADHD: self-efficacy and framings

<ce:p>Awareness of Attention-Deficit/ Hyperactivity Disorder (ADHD) has increased in recent years within the field of language education, especially regarding how to support learners with the condition, yet there remains a lack of research on how ADHD affects teachers living with the condition. The current study used a questionnaire survey to investigate the experiences of language teachers (N=57) with ADHD in the workplace. Using mixed-methods, namely Bayesian correlations and frame analysis, responses were analyzed. Findings were that self-efficacy measures do not correlate with ADHD effects on teaching, preparation or assessment, but that ADHD effects on teaching, preparation and assessment had medium correlations with each other. Qualitative findings suggest that teachers are polarized regarding their perceptions of ADHD as a benefit or hindrance. Regardless, many participants expressed internalized negativity despite clear reports of self-efficacy.</ce:p>