Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi

Abstract

Primary school teachers have a great role in the education of gifted students. Attitudes and selfefficacy beliefs of primary school teachers towards the education of gifted students play a key role in this task. Therefore, the aim of this study was to determine the attitudes, self-efficacy beliefs and educational needs of primary school teachers regarding the education of gifted students. The research was carried out with 100 primary school teachers working in various provinces in the fall semester of 2019-2020 academic year. The descriptive survey model was used in this study. In addition to the personal information form, the attitude scale for giftedness education, self-efficacy scale for gifted education, and the questionnaire about the educational needs of the gifted students were used. As the data showed normal distribution, the difference between the two groups was t-test and the comparison of more than two groups was performed by one-way Anova test. When all the results are evaluated together, it can be said that primary school teachers have positive attitude towards gifted students, but they have a belief in neutral self-efficacy towards their education and they need in-service training in this context. In further research, in-service trainings can be organized to increase the attitudes of teachers from various branches towards gifted students and self-efficacy beliefs. Training contents can be prepared to inform prospective teachers about gifted students and their education. Studies can be conducted to inform the primary school teachers about the methods and techniques that gifted students can use in their education.

Classroom teachers' self-efficacy regarding gifted education

“…In the study, it was observed that the self-efficacy of classroom teachers regarding the education of gifted students did not differ in terms of professional seniority. Yıldız (2020) found no difference in classroom teachers' self-efficacy beliefs towards gifted education in terms of professional seniority. Abanoz (2021) concluded that teachers between the ages of 20-29 were more conscious about the education of gifted students than teachers aged 50 and over.…”

“…In this study, when the self-efficacy of classroom teachers regarding the education of gifted students was examined in terms of gender, it was concluded that there was a differentiation in favour of men in the personality trait subdimension. When the literature was examined, it was found that different results were reached and that there was no significant difference between the attitudes and self-efficacy of classroom teachers towards gifted students and the gender variable (Güneş, 2015;Dinçer, 2019), as well as research findings (Girgin & Şahin, 2019;Vatansever Bayraktar, Kadıoğlu Ateş & Afat 2019;Yıldız, 2020) showing that male teachers' self-efficacy for the education of gifted students is higher than female teachers. In another study, it was concluded that women's self-efficacy levels in Mentoring and Responsibility dimensions were statistically significantly higher than men (Abanoz, 2021).…”