A Comparative Study of Teachers' Beliefs about Gifted Students' Leadership Talent

Autor/inn/en	Lee, Seon-Young; Matthews, Michael; Jung, Jae Yup; Kim, Jinwoo; Park, Hyesung
Titel	A Comparative Study of Teachers' Beliefs about Gifted Students' Leadership Talent
Quelle	In: High Ability Studies, 34 (2023) 1, S.131-158 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matthews, Michael) ORCID (Kim, Jinwoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2022.2081964
Schlagwörter	Foreign Countries; Beliefs; Gifted; Academically Gifted; Leadership; Student Leadership; Talent; Student Development; Incidence; Leadership Styles; Leadership Effectiveness; Qualifications; Leadership Training; Selection Criteria; Cross Cultural Studies; Cultural Differences; Secondary School Teachers; Australia; United States; South Korea + Suchen Sie Ihr Suchwort? Ausland; Belief; Glaube; Begabter, Hoch Begabter; Führung; Führungsposition; Studentenwerk; Begabung; Hochbegabung; Vorkommen; Führungsstil; Führungseffizienz; Qualifikation; Qualifikationsstufe; Führungslehre; Selection criterion; Auslesekriterium; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Australien; USA; Korea; Republik
Abstract	Despite the likely relevance of socio-cultural context, very few studies have examined the influence of cultural values on teachers' perceptions of gifted students' leadership development. This study chose three nations representing collectivistic to individualistic contexts and compared how 478 teachers from these countries (South Korea = 176, 36.8%, Australia = 169, 35.4%, U.S. = 133, 27.8%) differed in their beliefs about the prevalence and development of gifted students' leadership talent. Differences were found between the individualistic (Australia and the U.S.) and collectivistic (South Korea) settings in their beliefs regarding which students have leadership potential; their judgments about effective leadership styles and leader qualities; their perceptions of gifted students' qualifications as future leaders; and their preferred criteria for recommending students for a leadership education program. Although unable to identify causal relationships, this study nevertheless cautiously suggests that leadership and leaders are intertwined with culturally mediated values and practices. Future studies should continue examining these differences in cross-cultural comparative contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01