Özet:

Abstarct The competencies of the teachers of gifted children are important for the quality of gifted education. The aim of this study is to determine the self-efficacy of gifted and talented teachers working in primary and secondary schools in state schools of the Turkish Ministry of National Education. In this study, 45 teachers from 13 different branches working in primary and secondary schools in Melikgazi District of Kayseri Province in the 2017-2018 academic year and having gifted students in their class were taken as samples. The data collection tool was developed by Tortop (2014), and the Gifted Education Self-efficacy Scale for Teachers (GESST) was used. The scale consists of six sub-dimensions and 26 items. The obtained data were analyzed using SPSS 16 program. Mean data, independent sample t test and chi-square test were used in the interpretation of the data. According to the results of the study, it was determined that the mean scores of teachers' self-efficacy were higher than the average level ( = 3.37). As a result of independent sample t test, no significant difference was found between male and female teachers in terms of sub-dimensions of Gifted Education Self-Efficacy Scale. In the chi-square test, significant differences were found in the gender variable in the academic competency sub-dimension, in the seniority variable in the encouragement of creativity sub-dimension, in the age variable of the teachers in the responsibility competency sub-dimension and in the age variable of the teachers in the instructional planning competency sub-dimension. In the light of the findings, it may be suggested that teachers working with gifted students should be supported continuously by in-service trainings and more self-efficacy related to the education of gifted students within the framework of a certain program, in the light of current data.

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