An Analysis on the Relationship Between Primary School Teachers' Self-Efficacy B

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.

Classroom teachers' self-efficacy regarding gifted education

“…In this study, when the self-efficacy of classroom teachers regarding the education of gifted students was examined in terms of gender, it was concluded that there was a differentiation in favour of men in the personality trait subdimension. When the literature was examined, it was found that different results were reached and that there was no significant difference between the attitudes and self-efficacy of classroom teachers towards gifted students and the gender variable (Güneş, 2015;Dinçer, 2019), as well as research findings (Girgin & Şahin, 2019;Vatansever Bayraktar, Kadıoğlu Ateş & Afat 2019;Yıldız, 2020) showing that male teachers' self-efficacy for the education of gifted students is higher than female teachers. In another study, it was concluded that women's self-efficacy levels in Mentoring and Responsibility dimensions were statistically significantly higher than men (Abanoz, 2021).…”