An Analysis on the Relationship between Primary School Teachers' Self-Efficacy Beliefs and Attitudes towards Gifted Education

Autor/inn/en	Vatansever Bayraktar, Hatice; Kadioglu Ates, Hatice; Afat, Nüket
Titel	An Analysis on the Relationship between Primary School Teachers' Self-Efficacy Beliefs and Attitudes towards Gifted Education
Quelle	10 (2019) 38, S.1099-1124 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vatansever Bayraktar, Hatice) ORCID (Kadioglu Ates, Hatice) ORCID (Afat, Nüket)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Self Efficacy; Academically Gifted; Teacher Effectiveness; Instruction; Planning; Teacher Characteristics; Creativity; Gender Differences; Marital Status; Age Differences; Correlation; Foreign Countries; Beliefs; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching process; Unterrichtsprozess; Ablaufplanung; Planungsprozess; Kreativität; Geschlechterkonflikt; Familienstand; Age; Difference; Age difference; Altersunterschied; Korrelation; Ausland; Belief; Glaube
Abstract	The purpose of this research is to investigate whether there is a significant relationship between attitudes and self-efficacy beliefs of primary school teachers towards gifted education; the level of Self-Efficacy Belief and Attitude and whether they differ according to various variables. In the study, correlational survey model was employed in order to determine a relationship between attitudes and self-efficacy beliefs of primary school teachers towards gifted education. Two scales were used in the study. The scales are called as; "The Self- Efficacy Scale towards Gifted Education (SESTGS)" and "The Attitude Scale towards Gifted Education (ASTGS)". As result of the data analysis, it was seen that the levels of primary school teachers' self-efficacy beliefs towards gifted education were found at the medium level according to the sub-dimensions of academic efficacy, mentorship efficacy, and responsibility; and found at a high level according to the subdimensions of personal characteristics, supporting creativity efficacy, and instruction planning efficacy, and to the total averages. The self-efficacy beliefs of primary school teachers towards gifted education show a statistically significant difference in terms of the sub-dimensions of: personal characteristics, supporting creativity efficacy and instruction planning efficacy, and total averages according to the gender variable. This statistically significant difference is in favor of the male primary school teachers. The self-efficacy beliefs of primary school teachers towards gifted education do not demonstrate a statistically significant difference according to marital status and age variables. It is seen that there is a low-level, positive and significant relationship between the total self-efficacy beliefs and attitudes of primary school teachers towards gifted education. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01