Research Article
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Year 2023, Volume: 11 Issue: 4 - December 2023, 557 - 568, 30.12.2023
https://doi.org/10.17478/jegys.1377665

Abstract

References

  • Abanoz, S. G. (2021). Üstün yetenekli öğrencisi olan ile olmayan sınıf öğretmenlerinin üstün yetenekli eğitimine ilişkin öz yeterlikleri ve tutumlarının karşılaştırılması (Comparison of classroom teachers with and without gifted students' self-efficacy and attitudes towards gifted education. Unpublished master thesis, Kırklareli University, Kırklareli.
  • Afat, N. (2017). Üstün zekalı ve özel yetenekli bireylerin eğitiminde destek eğitim odalarının incelenmesi (Investigation of support education rooms in the education of gifted and talented individuals). Social Science Studies, 5(9), 294-303.
  • Akar, İ. & Uluman, M. (2013). Sınıf öğretmenlerinin üstün yetenekli öğrencileri doğru aday gösterme durumları (Classroom teachers' nomination of gifted students correctly). Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 1(3), 199-212.
  • Aktürk, A. O., & Delen, A. (2020). Öğretmenlerin teknoloji kabul düzeyleri ile öz-yeterlik inançları arasındaki ilişki (The relationship between teachers' technology acceptance levels and their self-efficacy beliefs). Bilim Eğitim Sanat ve Teknoloji Dergisi, 4(2), 67-80.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.). Encylopedia of Human Behaviour, 71-78. www.des.emory.edu/mfp/BanEncy.html
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.). Self-Efficacy in Changing Societies. Cambridge University Press, 1-45.
  • Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in psychology, 10, 1645.
  • Borland, J. (1978). Teacher identification of the gifted: A new look. Journal for the Education of the Gifted, 2(1), 22–32. https://doi.org/10.1177/016235327800200104
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz Ş. & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri (Scientific Research Methods). Ankara: Pegem Akademi.
  • Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review, 23(4), 197-202.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Routledge.
  • Copenhaver, R. W. & McIntyre, D. J. (1992). Teachers’ perceptions of gifted students. Roeper Review, 14, 151-153.
  • Dağlıoğlu, E., ve Metin, N. (2004). Üstün yetenekli çocukların eğitiminde öğretmenlerin rolü (The role of teachers in the education of gifted children). Şirin, M., R., Kulaksızoğlu A, ve Bilgili A., E.,(Edt). I. Türkiye üstün yetenekli çocuklar kongresi bildiriler kitabı (I. Turkey congress of gifted children proceedings book), 170-179.
  • Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
  • Dinçer, S. (2019). Investigation of the Gifted Education Self-Effecacy of Teachers Work with Gifted Students. Journal of Gifted Education and Creativity, 6(3), 167-174.
  • Girgin, D.,& Şahin, Ç. (2019). Öğretmen Adaylarının Üstün Yetenekli Öğrencilere İlişkin Özyeterlilik Düzeylerinin Bazı Değişkenler Açısından İncelenmesi (Investigation of Prospective Teachers' Self-Efficacy Levels Regarding Gifted Students in Terms of Some Variables). The Journal of Limitless Education and Research, 4(2), 143-166.
  • Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi (Investigation of classroom teachers' attitudes and self-efficacy towards gifted education). Journal of Gifted Education and Creativity, 2(1), 12-16.
  • İnan,H.,Z., Bayındır, N. & Demir,S (2009). Awareness level of teachers about the charactaristics of gifted children. Australian Journal of Basic And Applied Sciences, 3,2519-2527.
  • Karahan, Ş., & Balat, G. U. (2011). Özel eğitim okullarında çalışan eğitimcilerin öz-yeterlik algılarının ve tükenmişlik düzeylerinin incelenmesi (Investigation of self-efficacy perceptions and burnout levels of educators working in special education schools). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 1-14.
  • Karasar, N. (2012). Bilimsel araştırma yöntemi (Scientific research method). Ankara: Nobel Yayın Dağıtım.
  • Kaya, N. (2013). Üstün yetenekli öğrencilerin eğitimi ve BİLSEM’ler (Education of gifted students and BİLSEM’s) Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 115-122.
  • Kaya, N. G., & Ataman, A. (2017). Üstün yetenekli öğrencilerin istenmeyen davranışlarına yönelik öğretmenlerin eğitim ihtiyaçlarının belirlenmesi (Determining the training needs of teachers for the undesired behaviours of gifted students.). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 835-853.
  • Kiremit, H. (2006). Fen bilgisi öğretmenliği öğrencilerinin biyoloji ile ilgili öz- yeterlik inançlarının karşılaştırılması (Comparison of science teacher education students' self-efficacy beliefs about biology). Unpublished doctoral thesis, Dokuz Eylül University, İzmir.
  • Korkut, K., & Babaoğlan, E. (2012). Sınıf öğretmenlerinin öz yeterlik inançları (Self-efficacy beliefs of classroom teachers). Uluslararası Yönetim İktisat ve İşletme Dergisi, 8(16), 269-281.
  • Lewis, J. F. (1982). Bulldozers or chairs? Gifted students describe their ideal teacher. G/C/T, 5(3), 16-19.
  • Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134-160.
  • Milli Eğitim Bakanlığı (Ministry of National Education of Türkiye) (2016). Bilim ve Sanat Merkezleri Yönergesi (Science and Art Centres Directive). https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • Özbay, Y. (2013). Üstün yetenekli çocuklar ve aileleri (Gifted children and their families). Ankara: T.C. Aile ve Sosyal Politikalar Bakanlığı Aile ve Toplum Hizmetleri Genel Müdürlüğü Yayını.
  • Renzulli, J. S., & Delcourt, M. A. (1986). The legacy and logic of research on the identification of gifted persons. Gifted Child Quarterly, 30(1), 20-23.
  • Sak, U.(2010).Üstün Zekalılar Özellikleri Tanılanmaları Eğitimleri (Giftedness Characteristics Identification and Education). Ankara: Maya Akademi.
  • Samurçay, N. (1983). Zekâ ve yaratıcılık (Intelligence and creativity). Eğitim ve Bilim, 8(45), 4-12.
  • San Bayhan, P. & Artan, İ. (2005). Çocuk gelisimi ve eğitimi (Child development and education). İstanbul: Morpa Kültür Yayinlari.
  • Starko, A. J., & Schack, G. D. (1989). Perceived Need, Teacher Efficacy, and Teaching Strategies for the Gifted and Talented. Gifted Child Quarterly, 33(3), 118–122. https://doi.org/10.1177/001698628903300305
  • Sürmeli, V. (2015). Sınıf öğretmenlerinin üstün yetenekli öğrenciler hakkındaki farkındalık düzeyleri (Classroom teachers' level of awareness about gifted students). Unpublished master thesis, İstanbul Gelişim University, İstanbul.
  • Şahin, F. (2012). Sınıf öğretmenlerinin üstün yetenekli öğrenciler ve özellikleri hakkında bilgi düzeylerini artırmaya yönelik eğitim programının etkililiği (The effectiveness of the training programme to increase classroom teachers' knowledge about gifted students and their characteristics). Unpublished master thesis, Ankara University, Ankara.
  • Şayir, T. (2015). Üstün yetenekli çocuklara ilişkin sınıf öğretmenlerinin bilgi düzeylerini incelenmesi (Investigating the level of knowledge of classroom teachers about gifted children). Unpublished master thesis, Yıldız Technical University, İstanbul.
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Boston, MA: pearson.
  • Tok, H., & Bozkurt, A. (2010). Sınıf öğretmenlerinin 1. 2. 3. sınıflar için ayrı ve 4. 5. sınıflar için ayrı yetiştirilmeleri konusunda sınıf öğretmenlerinin görüşlerinin değerlendirilmesi (Evaluation of the opinions of classroom teachers on the training of classroom teachers separately for 1st, 2nd, 3rd and 4th, 5th grades). Gaziantep University Journal of Social Sciences, 9(3).
  • 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 Gifted Young Scientists, 2(2), 67-86.
  • Tortop, H. S., & Dinçer, S. (2016).Opinions of Classroom Teachers Working with Gifted Students in Support Training Rooms. Journal of Gifted Education Research, 4(2), 11-28.
  • Vatansever Bayraktar, H., Kadıoğlu Ateş, H., & Afat, N. (2019). An analysis on the relationship between primary school teachers’ self-efficacy beliefs and attitudes towards gifted education. International Journal of Eurasia Social Sciences, 10(28), 1099-1124
  • Yıldız, A. (2020). Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi (Determination of Attitudes, Self-Efficacy and Training Needs of Classroom Teachers towards the Education of Gifted Students). Turkish Studies-Educational Sciences, 15(1), 417-430.

Classroom teachers' self-efficacy regarding gifted education

Year 2023, Volume: 11 Issue: 4 - December 2023, 557 - 568, 30.12.2023
https://doi.org/10.17478/jegys.1377665

Abstract

The aim of the study is to examine the self-efficacy of classroom teachers towards gifted education in terms of different variables. A total of 252 classroom teachers, 150 female and 102 male, working in Osmaniye province and its districts in the south of Turkey in the 2022-2023 academic year, participated in the study. In order to determine the demographic characteristics of the participants, the "Personal Information Form" prepared by the researcher and the "Self-Efficacy Perception Scale for Teachers Regarding the Education of Gifted Individuals" consisting of six sub-dimensions developed by Tortop (2014) were used. While analysing the data; frequency and percentage values, independent samples t-test and one-way analysis of variance (ANOVA) were used for the demographic information of the participants. According to the results obtained, no statistically significant difference was found in terms of professional seniority in the self-efficacy levels of classroom teachers towards the education of gifted students. However, it was determined that there was a significant difference in the personality trait sub-dimension in favour of male teachers in terms of gender variable of classroom teachers. It was found that there was a significant difference in the academic and planning sub-dimensions and the total scale in favour of teachers with postgraduate education in terms of the educational status of the classroom teacher. It was found that there was a significant difference in the counselling and planning sub-dimensions of the scale in terms of nominating students to BİLSEM. It was found that there was a significant difference in the direction of high self-efficacy in terms of having a student diagnosed as gifted in the classroom, teaching in the support room and receiving in-service training or courses for gifted students. Some suggestions were made by considering the findings obtained as a result of the research.

References

  • Abanoz, S. G. (2021). Üstün yetenekli öğrencisi olan ile olmayan sınıf öğretmenlerinin üstün yetenekli eğitimine ilişkin öz yeterlikleri ve tutumlarının karşılaştırılması (Comparison of classroom teachers with and without gifted students' self-efficacy and attitudes towards gifted education. Unpublished master thesis, Kırklareli University, Kırklareli.
  • Afat, N. (2017). Üstün zekalı ve özel yetenekli bireylerin eğitiminde destek eğitim odalarının incelenmesi (Investigation of support education rooms in the education of gifted and talented individuals). Social Science Studies, 5(9), 294-303.
  • Akar, İ. & Uluman, M. (2013). Sınıf öğretmenlerinin üstün yetenekli öğrencileri doğru aday gösterme durumları (Classroom teachers' nomination of gifted students correctly). Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 1(3), 199-212.
  • Aktürk, A. O., & Delen, A. (2020). Öğretmenlerin teknoloji kabul düzeyleri ile öz-yeterlik inançları arasındaki ilişki (The relationship between teachers' technology acceptance levels and their self-efficacy beliefs). Bilim Eğitim Sanat ve Teknoloji Dergisi, 4(2), 67-80.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.). Encylopedia of Human Behaviour, 71-78. www.des.emory.edu/mfp/BanEncy.html
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.). Self-Efficacy in Changing Societies. Cambridge University Press, 1-45.
  • Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in psychology, 10, 1645.
  • Borland, J. (1978). Teacher identification of the gifted: A new look. Journal for the Education of the Gifted, 2(1), 22–32. https://doi.org/10.1177/016235327800200104
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz Ş. & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri (Scientific Research Methods). Ankara: Pegem Akademi.
  • Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review, 23(4), 197-202.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Routledge.
  • Copenhaver, R. W. & McIntyre, D. J. (1992). Teachers’ perceptions of gifted students. Roeper Review, 14, 151-153.
  • Dağlıoğlu, E., ve Metin, N. (2004). Üstün yetenekli çocukların eğitiminde öğretmenlerin rolü (The role of teachers in the education of gifted children). Şirin, M., R., Kulaksızoğlu A, ve Bilgili A., E.,(Edt). I. Türkiye üstün yetenekli çocuklar kongresi bildiriler kitabı (I. Turkey congress of gifted children proceedings book), 170-179.
  • Dembo, M. H., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
  • Dinçer, S. (2019). Investigation of the Gifted Education Self-Effecacy of Teachers Work with Gifted Students. Journal of Gifted Education and Creativity, 6(3), 167-174.
  • Girgin, D.,& Şahin, Ç. (2019). Öğretmen Adaylarının Üstün Yetenekli Öğrencilere İlişkin Özyeterlilik Düzeylerinin Bazı Değişkenler Açısından İncelenmesi (Investigation of Prospective Teachers' Self-Efficacy Levels Regarding Gifted Students in Terms of Some Variables). The Journal of Limitless Education and Research, 4(2), 143-166.
  • Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi (Investigation of classroom teachers' attitudes and self-efficacy towards gifted education). Journal of Gifted Education and Creativity, 2(1), 12-16.
  • İnan,H.,Z., Bayındır, N. & Demir,S (2009). Awareness level of teachers about the charactaristics of gifted children. Australian Journal of Basic And Applied Sciences, 3,2519-2527.
  • Karahan, Ş., & Balat, G. U. (2011). Özel eğitim okullarında çalışan eğitimcilerin öz-yeterlik algılarının ve tükenmişlik düzeylerinin incelenmesi (Investigation of self-efficacy perceptions and burnout levels of educators working in special education schools). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 1-14.
  • Karasar, N. (2012). Bilimsel araştırma yöntemi (Scientific research method). Ankara: Nobel Yayın Dağıtım.
  • Kaya, N. (2013). Üstün yetenekli öğrencilerin eğitimi ve BİLSEM’ler (Education of gifted students and BİLSEM’s) Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 115-122.
  • Kaya, N. G., & Ataman, A. (2017). Üstün yetenekli öğrencilerin istenmeyen davranışlarına yönelik öğretmenlerin eğitim ihtiyaçlarının belirlenmesi (Determining the training needs of teachers for the undesired behaviours of gifted students.). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 835-853.
  • Kiremit, H. (2006). Fen bilgisi öğretmenliği öğrencilerinin biyoloji ile ilgili öz- yeterlik inançlarının karşılaştırılması (Comparison of science teacher education students' self-efficacy beliefs about biology). Unpublished doctoral thesis, Dokuz Eylül University, İzmir.
  • Korkut, K., & Babaoğlan, E. (2012). Sınıf öğretmenlerinin öz yeterlik inançları (Self-efficacy beliefs of classroom teachers). Uluslararası Yönetim İktisat ve İşletme Dergisi, 8(16), 269-281.
  • Lewis, J. F. (1982). Bulldozers or chairs? Gifted students describe their ideal teacher. G/C/T, 5(3), 16-19.
  • Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134-160.
  • Milli Eğitim Bakanlığı (Ministry of National Education of Türkiye) (2016). Bilim ve Sanat Merkezleri Yönergesi (Science and Art Centres Directive). https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • Özbay, Y. (2013). Üstün yetenekli çocuklar ve aileleri (Gifted children and their families). Ankara: T.C. Aile ve Sosyal Politikalar Bakanlığı Aile ve Toplum Hizmetleri Genel Müdürlüğü Yayını.
  • Renzulli, J. S., & Delcourt, M. A. (1986). The legacy and logic of research on the identification of gifted persons. Gifted Child Quarterly, 30(1), 20-23.
  • Sak, U.(2010).Üstün Zekalılar Özellikleri Tanılanmaları Eğitimleri (Giftedness Characteristics Identification and Education). Ankara: Maya Akademi.
  • Samurçay, N. (1983). Zekâ ve yaratıcılık (Intelligence and creativity). Eğitim ve Bilim, 8(45), 4-12.
  • San Bayhan, P. & Artan, İ. (2005). Çocuk gelisimi ve eğitimi (Child development and education). İstanbul: Morpa Kültür Yayinlari.
  • Starko, A. J., & Schack, G. D. (1989). Perceived Need, Teacher Efficacy, and Teaching Strategies for the Gifted and Talented. Gifted Child Quarterly, 33(3), 118–122. https://doi.org/10.1177/001698628903300305
  • Sürmeli, V. (2015). Sınıf öğretmenlerinin üstün yetenekli öğrenciler hakkındaki farkındalık düzeyleri (Classroom teachers' level of awareness about gifted students). Unpublished master thesis, İstanbul Gelişim University, İstanbul.
  • Şahin, F. (2012). Sınıf öğretmenlerinin üstün yetenekli öğrenciler ve özellikleri hakkında bilgi düzeylerini artırmaya yönelik eğitim programının etkililiği (The effectiveness of the training programme to increase classroom teachers' knowledge about gifted students and their characteristics). Unpublished master thesis, Ankara University, Ankara.
  • Şayir, T. (2015). Üstün yetenekli çocuklara ilişkin sınıf öğretmenlerinin bilgi düzeylerini incelenmesi (Investigating the level of knowledge of classroom teachers about gifted children). Unpublished master thesis, Yıldız Technical University, İstanbul.
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Boston, MA: pearson.
  • Tok, H., & Bozkurt, A. (2010). Sınıf öğretmenlerinin 1. 2. 3. sınıflar için ayrı ve 4. 5. sınıflar için ayrı yetiştirilmeleri konusunda sınıf öğretmenlerinin görüşlerinin değerlendirilmesi (Evaluation of the opinions of classroom teachers on the training of classroom teachers separately for 1st, 2nd, 3rd and 4th, 5th grades). Gaziantep University Journal of Social Sciences, 9(3).
  • 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 Gifted Young Scientists, 2(2), 67-86.
  • Tortop, H. S., & Dinçer, S. (2016).Opinions of Classroom Teachers Working with Gifted Students in Support Training Rooms. Journal of Gifted Education Research, 4(2), 11-28.
  • Vatansever Bayraktar, H., Kadıoğlu Ateş, H., & Afat, N. (2019). An analysis on the relationship between primary school teachers’ self-efficacy beliefs and attitudes towards gifted education. International Journal of Eurasia Social Sciences, 10(28), 1099-1124
  • Yıldız, A. (2020). Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi (Determination of Attitudes, Self-Efficacy and Training Needs of Classroom Teachers towards the Education of Gifted Students). Turkish Studies-Educational Sciences, 15(1), 417-430.

Details

Primary Language English
Subjects Special Talented Education
Journal Section Teacher Education
Authors

İbrahim ASLAN 0000-0002-5846-1358

Filiz YURTAL 0000-0002-5749-4414

Early Pub Date December 27, 2023
Publication Date December 30, 2023
Submission Date October 17, 2023
Acceptance Date December 19, 2023
Published in Issue Year 2023 Volume: 11 Issue: 4 - December 2023

Cite

APA ASLAN, İ., & YURTAL, F. (2023). Classroom teachers’ self-efficacy regarding gifted education. Journal for the Education of Gifted Young Scientists, 11(4), 557-568. https://doi.org/10.17478/jegys.1377665
AMA ASLAN İ, YURTAL F. Classroom teachers’ self-efficacy regarding gifted education. JEGYS. December 2023;11(4):557-568. doi:10.17478/jegys.1377665
Chicago ASLAN, İbrahim, and Filiz YURTAL. “Classroom teachers’ Self-Efficacy Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists 11, no. 4 (December 2023): 557-68. https://doi.org/10.17478/jegys.1377665.
EndNote ASLAN İ, YURTAL F (December 1, 2023) Classroom teachers’ self-efficacy regarding gifted education. Journal for the Education of Gifted Young Scientists 11 4 557–568.
IEEE İ. ASLAN and F. YURTAL, “Classroom teachers’ self-efficacy regarding gifted education”, JEGYS, vol. 11, no. 4, pp. 557–568, 2023, doi: 10.17478/jegys.1377665.
ISNAD ASLAN, İbrahim - YURTAL, Filiz. “Classroom teachers’ Self-Efficacy Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists 11/4 (December 2023), 557-568. https://doi.org/10.17478/jegys.1377665.
JAMA ASLAN İ, YURTAL F. Classroom teachers’ self-efficacy regarding gifted education. JEGYS. 2023;11:557–568.
MLA ASLAN, İbrahim and Filiz YURTAL. “Classroom teachers’ Self-Efficacy Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists, vol. 11, no. 4, 2023, pp. 557-68, doi:10.17478/jegys.1377665.
Vancouver ASLAN İ, YURTAL F. Classroom teachers’ self-efficacy regarding gifted education. JEGYS. 2023;11(4):557-68.