Investigation of the Gifted Education Self-Effecacy of Teachers Work with Gifted Students
The competencies of the teachers of gifted children are important for the quality of gifted education. The aim of this study is to determine the self-efficacy of gifted and talented teachers working in primary and secondary schools in state schools of the Turkish Ministry of National Education. I...
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| Format: | Article |
| Language: | English |
| Published: |
Genç Bilge Pulishing Ltd. Co.
2019-12-01
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| Series: | Journal of Gifted Education and Creativity |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/download/article-file/883853 |
| Summary: | The competencies of the teachers of gifted children are important for the quality of
gifted education. The aim of this study is to determine the self-efficacy of gifted and
talented teachers working in primary and secondary schools in state schools of the
Turkish Ministry of National Education. In this study, 45 teachers from 13 different
branches working in primary and secondary schools in Melikgazi District of Kayseri
Province in the 2017-2018 academic year and having gifted students in their class
were taken as samples. The data collection tool was developed by Tortop (2014), and
the Gifted Education Self-efficacy Scale for Teachers (GESST) was used. The scale
consists of six sub-dimensions and 26 items. The obtained data were analyzed using
SPSS 16 program. Mean data, independent sample t test and chi-square test were
used in the interpretation of the data. According to the results of the study, it was
determined that the mean scores of teachers' self-efficacy were higher than the
average level (�" = 3.37). As a result of independent sample t test, no significant
difference was found between male and female teachers in terms of sub-dimensions
of Gifted Education Self-Efficacy Scale. In the chi-square test, significant differences
were found in the gender variable in the academic competency sub-dimension, in the
seniority variable in the encouragement of creativity sub-dimension, in the age
variable of the teachers in the responsibility competency sub-dimension and in the age variable of the teachers in the instructional planning competency sub-dimension.
In the light of the findings, it may be suggested that teachers working with gifted
students should be supported continuously by in-service trainings and more selfefficacy related to the education of gifted students within the framework of a certain
program, in the light of current data. |
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| ISSN: | 2149-1410 2149-1410 |