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Year 2023, Volume: 10 Issue: 4, 303 - 318, 30.12.2023

Gülşah Saltık Ayhanöz Zekiye Morkoyunlu

Abstract

References

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  • Donerlson, E. (2008). Elementary school teachers' attitudes and beliefs toward teaching gifted students in heterogeneous classrooms (Unpublished Doctoral dissertation), WaldenUniversity.
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  • Erişen, Y., Birben, F. Y., Yalın, H. S., & Ocak, P. (2015). Üstün yetenekli çocukları fark edebilme ve destekleme eğitiminin öğretmenler üzerindeki etkisi. Bartın University Journal of Faculty of Education, 4(2), 586-602.
  • Ford, D. Y., & Trotman M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0update (10a ed.), Pearson.
  • Girgin, D. (2020). Özel yetenekli öğrencilerin desteklenmesi için gereken yeterlilikler: Sınıf öğretmenlerinin görüşleri [Competencies required to support gifted students: opinions of classroom teachers]. Electronic Journal of Social Sciences, 19(74), 895–915.
  • Hong, E.,Greene, M., & Hartzell, S. (2011). Cognitive and motivational characteristics of elementary teachers in general education classrooms and in gifted programs. Gifted Child Quarterly, 55(4), 250-264. https://doi.org/10.1177/0016986211418107 İnceoğlu, M. (2011). Tutum, Tutum, iletişim. Ankara: Siyasal Kitabevi.
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Investigation of attitudes and self-efficacy of mathematics teachers towards gifted education

Year 2023, Volume: 10 Issue: 4, 303 - 318, 30.12.2023

Gülşah Saltık Ayhanöz Zekiye Morkoyunlu

Abstract

Some of the problems in the education of gifted students are based on the qualifications of the teachers. Teachers' attitudes and perceptions towards gifted students have a significant impact on the education to be provided to gifted students. It is thought that it is important to determine the general attitudes and perceptions of teachers and to provide required information to teachers in order to achieve the purpose of gifted education. In this study, it is aimed to determine the attitudes and self-efficacy of mathematics teachers towards gifted education within the scope of basic education and/or gifted education. In the study, the survey method was used to determine the relationships between two or more variables. The sample of the study consists of mathematics teachers working in Niğde province. In this study, the attitudes and self-efficacy of elementary and high school mathematics teachers towards giftedness and gifted education were tried to be relationally revealed. The data collection tools of the study were ASGE-the attitude scale for gifted education- (Tortop, 2014a) and GESST- the gifted education self-efficacy scale for teachers (Tortop, 2014b). The data were analyzed using the SPSS-24 program. As a result of the research, it was revealed that there was no expected relationship between attitude and self-efficacy, but the expected relationship was seen in the sub-dimensions of both scales. It was concluded that teachers with high attitudes towards gifted education showed a high tendency to create gifted classes. It was concluded that teachers with high academic qualification had similar levels of mentoring qualification, personal traits and instructional planning qualification. It was concluded that teachers' attitudes and self-efficacy towards creating special ability classes according to the needs of gifted students had a moderate relationship. It was concluded that teachers mostly agree on supporting the needs of gifted students with special services where as they generally do not support the idea of creating special ability classes according to the needs of gifted students. Moreover, teachers’ attitudes do not change according to their personal traits and their attitudes towards the needs and support of gifted students are less related to their creativity. ANOVA analysis reveals that there is no significant difference was found according to age of the participants; however, regression analysis revealed that the 46-50 age group was a predictor of creating gifted classrooms.

Keywords

Gifted students mathematics education self efficacy attitude mathematics teachers

References

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  • Ataman, A. (2003). Üstün zekâlı ve üstün yetenekli çocuklar [Gifted and gifted children]. In A. Ataman (Eds), Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and access to special education] (pp. 173-195). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Allotey, G. A., Watters, J. J., & King, D. (2020). Ghanaian science and mathematics teachers’ beliefs about gifted education strategies. Gifted Education International, 36(3), 250–265. https://doi.org/10.1177/0261429420946732
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  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive. Englewood Cliffs.
  • Bedur, S., Bilgiç, N., & Taşlıdere, E. (2015). Özel (üstün) yetenekli öğrencilere sunulan destek eğitim hizmetlerinin değerlendirilmesi. HAYEF Journal of Education, 12(1), 159-175.
  • Büyüköztürk, Ş., Akgün, Ö.E., Demirel, F., & Çakmak, K.E. (2016). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi.
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  • Dinçer, S. (2019). Investigation of the gifted education self-efficacy of teachers work with gifted students. Journal of Gifted Education and Creativity, 6(3), 167–174.
  • Donerlson, E. (2008). Elementary school teachers' attitudes and beliefs toward teaching gifted students in heterogeneous classrooms (Unpublished Doctoral dissertation), WaldenUniversity.
  • Drain, J. (2008). Teachers' attitudes and practices toward differentiating for gifted learners in K-5 general education classrooms (Publication No: 3308106) [Doctoral dissertation] ProQuest Dissertations and Theses database.
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  • Erişen, Y., Birben, F. Y., Yalın, H. S., & Ocak, P. (2015). Üstün yetenekli çocukları fark edebilme ve destekleme eğitiminin öğretmenler üzerindeki etkisi. Bartın University Journal of Faculty of Education, 4(2), 586-602.
  • Ford, D. Y., & Trotman M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0update (10a ed.), Pearson.
  • Girgin, D. (2020). Özel yetenekli öğrencilerin desteklenmesi için gereken yeterlilikler: Sınıf öğretmenlerinin görüşleri [Competencies required to support gifted students: opinions of classroom teachers]. Electronic Journal of Social Sciences, 19(74), 895–915.
  • Hong, E.,Greene, M., & Hartzell, S. (2011). Cognitive and motivational characteristics of elementary teachers in general education classrooms and in gifted programs. Gifted Child Quarterly, 55(4), 250-264. https://doi.org/10.1177/0016986211418107 İnceoğlu, M. (2011). Tutum, Tutum, iletişim. Ankara: Siyasal Kitabevi.
  • Jurisevi, M., & Zerak, U. (2019). Attitudes towards gifed students and teir education in the ˇ slovenian context. Psychology in Russia: State of the Art, 12(4), 101–117. https://doi.org/10. 11621/pir.2019.0406
  • Kazu, İ. Y., & Şenol, C. (2012). Üstün yetenekliler eğitim programına ilişkin öğretmen görüşleri (BİLSEM örneği)[ Teacher opinions about the gifted education program]. Uluslararası Eğitim Araştırmaları Dergisi, 3(2), 13-35.
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Details

Primary Language English
Subjects Special Talented Education
Journal Section Teacher of Gifted Students
Authors

Gülşah Saltık Ayhanöz 0000-0003-0174-9999

Zekiye Morkoyunlu 0000-0002-1978-4525

Publication Date December 30, 2023
Published in Issue Year 2023 Volume: 10 Issue: 4

Cite

APA Saltık Ayhanöz, G., & Morkoyunlu, Z. (2023). Investigation of attitudes and self-efficacy of mathematics teachers towards gifted education. Journal of Gifted Education and Creativity, 10(4), 303-318.
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