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dc.contributor.authorBayraktar, Hatice Vatansever
dc.contributor.authorAteş, Hatice Kadıoğlu
dc.contributor.authorAfat, Nüket
dc.date.accessioned2020-12-20T06:50:13Z
dc.date.available2020-12-20T06:50:13Z
dc.date.issued2019
dc.identifier.issn2146-1961
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TXpRek5UY3pNdz09
dc.identifier.urihttps://hdl.handle.net/20.500.12436/1949
dc.description.abstractThe 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. 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)”. 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 subdimensions of personal characteristics, supporting creativity efficacy, and instruction planning efficacy, and to the 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. 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.en_US
dc.language.isoengen_US
dc.publisherAyşe Burcu ULUSOY
dc.relation.ispartofUluslararası Avrasya Sosyal Bilimler Dergisien_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGifteden_US
dc.subjectGifted education
dc.subjectAttitude
dc.subjectSelf- efficacy belief
dc.subjectTeacher
dc.titleAn analysis on the relationship between primary school teachers’ self-efficacy beliefs and attitudes towards gifted educationen_US
dc.typearticleen_US
dc.authoridHatice Vatansever Bayraktar| 0000-0002-0458-3405
dc.authoridHatice Kadıoğlu Ateş| 0000-0001-6916-1257
dc.authoridNüket Afat| 0000-0002-5898-0668
dc.departmentEğitim Fakültesien_US
dc.identifier.volume10en_US
dc.identifier.issue38en_US
dc.identifier.startpage1099en_US
dc.identifier.endpage1124en_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.institutionauthorBayraktar, Hatice Vatansever
dc.institutionauthorAteş, Hatice Kadıoğlu
dc.institutionauthorAfat, Nüket
dc.department-tempİstanbul Sabahattin Zaim Üniversitesi, İstanbul, Türkiye;İstanbul Sabahattin Zaim Üniversitesi, İstanbul, Türkiye;İstanbul Sabahattin Zaim Üniversitesi, İstanbul, Türkiyeen_US


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