目的：調查高屏地區國小教師對注意力缺陷過動症孩童的知識與態度。方法：使用問卷分析量表題項內容之項目，採描述性統計、t檢定、變異數分析，分析國小教師對注意力缺陷過動症的知識與態度影響因子。結果：(1)高屏地區國小教師對注意力缺陷過動症有基本認識，但對於飲食與注意力缺陷過動症間的關聯性以及症狀和行為表徵知識略顯不足；有接受注意力缺陷過動症教育訓練的國小教師知識量表平均分數(17.67 ± 2.72)明顯高於無接受教育訓練的平均分數(15.00 ± 3.84)。(2)國小教師對於注意力缺陷過動症學生抱持正向態度但對於藥物治療態度較保守。結論：國小教師接受注意力缺陷過動症相關在職教育訓練是非常重要的，可提升國小教師對注意力缺陷過動症學生的認識以及幫助他們學習和適應學校生活，建議學校教育訓練能加強飲食與注意力缺陷過動症之關聯性以及行為表徵相關知識宣導。

Objective: Elementary school teachers are often the first persons who recognize or suspect children with attention deficit hyperactivity disorder (ADHD). The study aimed to assess teachers' knowledge of and attitudes toward ADHD in Kaohsiung City and Pingtung County. Method: A descriptive cross sectional study was conducted in the selected elementary schools. Knowledge of and attitudes toward ADHD were assessed by a self-administered questionnaire. Results: One hundred and forty questionnaires were distributed with One hundred and nine valid questionnaires returned (response rate, 77.9%). Total knowledge scores mean 17.45/26. Most teachers believed ADHD was caused by too much sugar and diet control could be helpful in treating children with ADHD. In-service training significantly improved knowledge scores (17.67 ± 2.72 versus 15.00 ± 3.84, p = .01). Attitudes toward children with ADHD were generally positive although most teachers' attitudes towards pharmacological treatment were still conservative. Conclusion: Ensuring school teachers receiving education about the knowledge of ADHD is important. Future work should be focused on helping teachers to understand the etiology of and pharmacological intervention for ADHD.