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. The universe of the study consists of primary school teachers who perform their duties in official primary school institutions, within the borders of İstanbul province, Küçükçekmece and Başakşehir districts. The sample of the study consists of 323 primary school teachers who perform their duties in official primary school institutions, within the borders of İstanbul province, Küçükçekmece and Başakşehir districts and selected by simple random sampling technique. 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)”. The data that were obtained as a result of the study were analyzed using the SPSS 23 package program. In the analyses of the data, arithmetic mean, T-test, one-way analysis of variance (ANOVA), and Pearson correlation analysis were employed. 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 sub-dimensions of personal characteristics, supporting creativity efficacy, and instruction planning efficacy, and to the total averages. It was seen that the attitude of primary school teachers towards gifted education is at a high level according to ‘the need-support’ sub-dimension; at a low level according to ‘opposing special services’, and at a medium level according to ‘forming classrooms for gifted’ sub-dimension and 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. The attitudes of primary school teachers towards gifted education do not show a statistically significant difference according to gender, 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.

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