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

Ezgi ORAL

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.

Keywords

gifted children, preschool teachers, teacher self-efficacy beliefs, self-efficacy regarding gifted education

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.