Cilj je studije bio utvrditi učiteljsku procjenu znanja o simptomima, etiologiji i tretmanu ADHD-a te njenu povezanost sa sociodemografskim obilježjima učitelja, obilježjima škole i učiteljevoj samoprocjeni općeg znanja o ADHD-u. Prigodan uzorak činilo je 233 učitelja. Primijenjen je Upitnik učiteljskih znanja o ADHD-u trofaktorske strukture: Simptomi, Etiologija i Tretman ADHD-a, odgovarajuće pouzdanosti. Učitelji poznaju važnost tretmana za akademske i socijalne ishode učenika s ADHD-om te simptome ADHD-a, dok iskazuju nedovoljno poznavanje etiologije ADHD-a. Prisutne su zablude u identificiranju uzroka ADHD-a u (...) obiteljskim stresnim okolnostima. Učiteljska procjena općeg znanja o ADHD-u povezana je s višom razinom znanja o simptomima i tretmanu, radnim mjestom učitelja razredne nastave, dok je viša razina znanja o tretmanu povezana s nižom kronološkom dobi učitelja. Implikacije dobivenih nalaza ukazuju na značaj stjecanja kompetencija učitelja za poučavanje učenika s ADHD-om tijekom inicijalnog obrazovanja i trajnog profesionalnog razvoja, kao i osiguravanja podrške stručnjaka edukacijskih rehabilitatora. The aim of this study was to determine the teachers’ level of their perceived knowledge about ADHD and the connection between the teachers’ perceived knowledge and their sociodemographic characteristics, characteristics of the school they are affiliated with and their self-assessment of their general knowledge about ADHD. The sample was convenient and included 233 teachers. We used the Questionnaire of Teachers’ Knowledge of ADHD with three factored structure: Symptoms, Etiology of ADHD and Treatment of ADHD, with the adequate internal consistency. Teachers are aware of the importance of the treatment for the academic and social outcomes of students with ADHD. They also recognize the symptoms of ADHD. Their knowledge of the etiology of ADHD is insufficient. There are misconceptions related to identifying the cause of ADHD in family stressful circumstances. The teachers’ assessment of their general knowledge of ADHD is connected to higher level of knowledge about the symptoms and treatment, and position of primary school teacher. Higher level of knowledge about the treatment is connected to lower age of the teachers. Implications of these findings point out to the importance of obtaining the relevant competences during the initial study of the teachers as well as during their further professional development. The importance of professional support provided by educational rehabilitators is also highlighted. (shrink)