Classroom teachers' self-efficacy regarding gifted education

Abstract

The aim of the study is to examine the self-efficacy of classroom teachers towards gifted education in terms of different variables. A total of 252 classroom teachers, 150 female and 102 male, working in Osmaniye province and its districts in the south of Turkey in the 2022-2023 academic year, participated in the study. In order to determine the demographic characteristics of the participants, the "Personal Information Form" prepared by the researcher and the "Self-Efficacy Perception Scale for Teachers Regarding the Education of Gifted Individuals" consisting of six sub-dimensions developed by Tortop (2014) were used. While analysing the data; frequency and percentage values, independent samples t-test and one-way analysis of variance (ANOVA) were used for the demographic information of the participants. According to the results obtained, no statistically significant difference was found in terms of professional seniority in the self-efficacy levels of classroom teachers towards the education of gifted students. However, it was determined that there was a significant difference in the personality trait sub-dimension in favour of male teachers in terms of gender variable of classroom teachers. It was found that there was a significant difference in the academic and planning sub-dimensions and the total scale in favour of teachers with postgraduate education in terms of the educational status of the classroom teacher. It was found that there was a significant difference in the counselling and planning sub-dimensions of the scale in terms of nominating students to BİLSEM. It was found that there was a significant difference in the direction of high self-efficacy in terms of having a student diagnosed as gifted in the classroom, teaching in the support room and receiving in-service training or courses for gifted students. Some suggestions were made by considering the findings obtained as a result of the research.