Purpose: The purpose of this study was to identify the predictors influencing on educational intervention for ADHD after analyzing the relationship among teachers'' internal-external locus of control and leadership type, educational intervention for ADHD. Methods: A cross sectional study design is conducted with 255 teachers in three schools located in D, K and Y city. The date were analyzed t-test, one-way ANOVA, Pearson correlation coefficients, and multiple regression using SPSS 20.0. Results: Internal locus of control showed significantly positive correlations with educational intervention for ADHD. Efficient leadership type, task-oriented leadership type and harmony-oriented leadership type showed significant differences compare to inefficient leadership type on educational intervention for ADHD. Significant factors of the educational intervention were efficient leadership type, harmony-oriented leadership type, task-oriented leadership type and internal locus of control that were explained 20.0% (F=12.5, p<.001) of educational intervention for ADHD. Conclusion: The educational intervention for ADHD may be influenced by efficient leadership type and their basic beliefs in internal locus of control. Based on the findings of this study, it is necessary to have teacher''s efficient leadership type focused on ADHD symptoms. Teachers need to enhance their positive domain of internal-external locus of control towards students with ADHD to increase the effectiveness of their educational interventions for ADHD. These results suggest the importance of focusing on having suitable teachers'' leadership type and locus of control in the classroom in order to provider better education interventions for children with ADHD. Furthermore, It will reduce ADHD symptoms and to enhance their interaction in the school. It lead to ADHD student''s satisfaction and psychological well-being, which it closely related to their mental health.