The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education

Gülşah Saltık Ayhanöz

doi:10.17478/jegys.1917245

The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education

Abstract

The education of gifted individuals is regarded not merely as a pedagogical issue, but also as a social issue that must be addressed within the context of individual rights, due to the individual differences and special educational needs these individuals possess. In this context, the training of teachers who can take individual differences into account and view the classroom as a small community is considered crucial for the quality of gifted education. Teachers play a significant role in identifying the potential of gifted students and creating suitable educational environments. The study group for this research consists of 19 teachers from various disciplines working in the province of Niğde. As part of the research, teachers were provided with a 40-hour awareness training programme focusing on the characteristics and educational needs of gifted individuals. The scales were administered to participants as a pre-test prior to the training and as a post-test following the training. SPSS software was used to analyse the data, and a t-test for dependent samples was applied to determine the difference between pre-test and post-test scores. The findings indicate that the awareness training provided a statistically significant increase in teachers’ self-efficacy levels regarding the education of gifted students. However, it was determined that the observed increase in teachers’ perceptions regarding the education of gifted students was not statistically significant. These results suggest that awareness-based training is effective in enhancing teachers’ perceptions of professional competence; however, they also highlight the need for longer-term and more comprehensive interventions in the dimensions of perception and belief.

Keywords

Ethical Statement

This study was carried out in line with ethical research principles. Ethical approval was obtained from the Ethics Committee of Mersin University (Decision No: 216, dated June 11, 2024) before the data collection process began. Participation in the study was entirely voluntary, and participants were informed about the aim and scope of the research in advance. Their consent was obtained prior to participation. Throughout the study, careful attention was paid to protecting participants’ privacy. No personal identifying information was collected or shared, and all data were used only for academic purposes. Participants were also informed that they could withdraw from the study at any time if they wished. Permission to use the scale has been obtained from the author.

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Details

Primary Language

English

Subjects

In-Service Training, Special Talented Education

Journal Section

Research Article

Authors

Gülşah Saltık Ayhanöz ^*
0000-0003-0174-9999
Türkiye

Early Pub Date

May 25, 2026

Publication Date

June 30, 2026

Submission Date

March 27, 2026

Acceptance Date

May 25, 2026

Published in Issue

Year 2026 Volume: 14 Number: 2

DOI

https://doi.org/10.17478/jegys.1917245

IZ

https://izlik.org/JA54AT96JN

Cite

RIS / Bibtex

APA

Saltık Ayhanöz, G. (2026). The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education. Journal for the Education of Gifted Young Scientists, 14(2), 65-73. https://doi.org/10.17478/jegys.1917245

AMA

1.Saltık Ayhanöz G. The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education. JEGYS. 2026;14(2):65-73. doi:10.17478/jegys.1917245

Chicago

Saltık Ayhanöz, Gülşah. 2026. “The Impact of Awareness Training on Teachers’ Self-Efficacy and Perceptions Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists 14 (2): 65-73. https://doi.org/10.17478/jegys.1917245.

EndNote

Saltık Ayhanöz G (June 1, 2026) The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education. Journal for the Education of Gifted Young Scientists 14 2 65–73.

IEEE

[1]G. Saltık Ayhanöz, “The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education”, JEGYS, vol. 14, no. 2, pp. 65–73, June 2026, doi: 10.17478/jegys.1917245.

ISNAD

Saltık Ayhanöz, Gülşah. “The Impact of Awareness Training on Teachers’ Self-Efficacy and Perceptions Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists 14/2 (June 1, 2026): 65-73. https://doi.org/10.17478/jegys.1917245.

JAMA

1.Saltık Ayhanöz G. The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education. JEGYS. 2026;14:65–73.

MLA

Saltık Ayhanöz, Gülşah. “The Impact of Awareness Training on Teachers’ Self-Efficacy and Perceptions Regarding Gifted Education”. Journal for the Education of Gifted Young Scientists, vol. 14, no. 2, June 2026, pp. 65-73, doi:10.17478/jegys.1917245.

Vancouver

1.Gülşah Saltık Ayhanöz. The impact of awareness training on teachers’ self-efficacy and perceptions regarding gifted education. JEGYS. 2026 Jun. 1;14(2):65-73. doi:10.17478/jegys.1917245