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Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education

Year 2017, Volume: 5 Issue: 4, 49 - 58, 04.12.2017

Abstract

This research was conducted to determine the needs of preschool teachers for education of gifted children by examining their overall self-efficacy and self-efficacy regarding gifted-children’s education. This study which was conducted in the descripted survey model was carried out in the province of İzmir in the academic year of 2016-2017. The sample of the research is composed of 109 pre-school teachers who were working in public or private schools in İzmir. In order to determine the overall self-efficacy of the preschool teachers “Preschool Teachers Self- Efficacy Beliefs Scale”, and to determine self-efficacy regarding gifted children’s education “Gifted Education Self-Efficacy Scale for Teachers” was used. Teachers have voted lower scores for self-efficacy beliefs for gifted students than needs of self-efficacy for pre-school. It was observed that the youngest teachers evaluated themselves more efficacious. It is also obtained that students who have associate degree considered more efficacious than high school, graduated and master degree. The results of this study showed that teachers who work at pre-school education institution need education for gifted students.

References

  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(307-337).
  • Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted and Talented International, 16(2), 115-121.
  • Güneş, A. (2015). Examination of the attitudes and self-sufficiency of classroom teachers regarding the education of gifted students, Journal of Gifted Education and Creativity, 2(1), 12-16. doi: 10.18200/JGEDC.2015111169
  • Kaya, N. G. (2013). Training of gifted students and BİLSEM. Erzincan University Faculty Journal of Education, 15(1), 115-122.
  • Tepe, D., Demir, K. (2012). Preschool Teachers’ Self Efficacy Beliefs Scale. Abant İzzet Baysal University Faculty Journal of Education, 12(2), 137-158.
  • Tepe, D. (2011). Preschool Teachers’ Self Efficacy Beliefs Scale, M.Sc. Thesis. Burdur: Mehmet Akif Ersoy University, Graduate School of Social Sciences.
  • Tortop, H. S., Kunt, K. (2012). Investigation of Primary School Teachers' Attitudes Towards Gifted Education. International Online Journal of Educational Sciences, 5(2), 441-451.
  • Tortop, H.S. (2014). Examining the effectiveness of the in-service training program for the education of the academically gifted students in Turkey: A case study. Journal for the Education of the Young Scientist and Giftedness, 2(2), 67-86.
  • Yeşilyurt, E. (2013). Teacher Self-Efficacy Perceptions Of Teacher Candidates, Electronic Journal of Social Sciences, 12(45).
  • Tschanen-Moran, M., Woolfolk A. H. (2001). Teacher efficacy: Capturing an elusive construct. Teaching And Teacher Education, 17, 783-805.
  • Hazır-Bıkmaz, F. (2006). Science Teaching Self-Efficacy Beliefs and Viezvs about Effective Science Courses, 6 (25), 34–44.
  • Kahyaoğlu, M., Yangın S. (2007). Views Of Prospective Teachers In Elementary School Teaching Departments About Professional Self-Efficacy, Kastamonu Education Journal, 15(1), 73–84.
  • Dağlioğlu, H. E. (2010). Education of Gifted Children Teacher Competencies And Their Characteristics. National Education, 72.
Year 2017, Volume: 5 Issue: 4, 49 - 58, 04.12.2017

Abstract

References

  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(307-337).
  • Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted and Talented International, 16(2), 115-121.
  • Güneş, A. (2015). Examination of the attitudes and self-sufficiency of classroom teachers regarding the education of gifted students, Journal of Gifted Education and Creativity, 2(1), 12-16. doi: 10.18200/JGEDC.2015111169
  • Kaya, N. G. (2013). Training of gifted students and BİLSEM. Erzincan University Faculty Journal of Education, 15(1), 115-122.
  • Tepe, D., Demir, K. (2012). Preschool Teachers’ Self Efficacy Beliefs Scale. Abant İzzet Baysal University Faculty Journal of Education, 12(2), 137-158.
  • Tepe, D. (2011). Preschool Teachers’ Self Efficacy Beliefs Scale, M.Sc. Thesis. Burdur: Mehmet Akif Ersoy University, Graduate School of Social Sciences.
  • Tortop, H. S., Kunt, K. (2012). Investigation of Primary School Teachers' Attitudes Towards Gifted Education. International Online Journal of Educational Sciences, 5(2), 441-451.
  • Tortop, H.S. (2014). Examining the effectiveness of the in-service training program for the education of the academically gifted students in Turkey: A case study. Journal for the Education of the Young Scientist and Giftedness, 2(2), 67-86.
  • Yeşilyurt, E. (2013). Teacher Self-Efficacy Perceptions Of Teacher Candidates, Electronic Journal of Social Sciences, 12(45).
  • Tschanen-Moran, M., Woolfolk A. H. (2001). Teacher efficacy: Capturing an elusive construct. Teaching And Teacher Education, 17, 783-805.
  • Hazır-Bıkmaz, F. (2006). Science Teaching Self-Efficacy Beliefs and Viezvs about Effective Science Courses, 6 (25), 34–44.
  • Kahyaoğlu, M., Yangın S. (2007). Views Of Prospective Teachers In Elementary School Teaching Departments About Professional Self-Efficacy, Kastamonu Education Journal, 15(1), 73–84.
  • Dağlioğlu, H. E. (2010). Education of Gifted Children Teacher Competencies And Their Characteristics. National Education, 72.
There are 13 citations in total.

Details

Primary Language English
Journal Section Gifted Education
Authors

Ezgi Oral This is me

Publication Date December 4, 2017
Published in Issue Year 2017 Volume: 5 Issue: 4

Cite

APA Oral, E. (2017). Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education. Journal for the Education of Gifted Young Scientists, 5(4), 49-58.
AMA Oral E. Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education. JEGYS. December 2017;5(4):49-58.
Chicago Oral, Ezgi. “Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists 5, no. 4 (December 2017): 49-58.
EndNote Oral E (December 1, 2017) Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education. Journal for the Education of Gifted Young Scientists 5 4 49–58.
IEEE E. Oral, “Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education”, JEGYS, vol. 5, no. 4, pp. 49–58, 2017.
ISNAD Oral, Ezgi. “Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists 5/4 (December 2017), 49-58.
JAMA Oral E. Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education. JEGYS. 2017;5:49–58.
MLA Oral, Ezgi. “Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists, vol. 5, no. 4, 2017, pp. 49-58.
Vancouver Oral E. Examination of Pre-School Teachers’ Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education. JEGYS. 2017;5(4):49-58.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.