Teachers’ Attitudes Towards Educating Talented Students and Their Predictors
From the perspective of the trajectory of talents development at subsequent stages of education, students require different teachers and different types of support. The positive attitudes of teachers towards educating talented students are the issues that do not change. The purpose of the article is...
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| Format: | Article |
| Language: | deu |
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Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw)
2025-06-01
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| Series: | Studia z Teorii Wychowania |
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| Online Access: | http://sztw.chat.edu.pl/gicid/01.3001.0055.1762 |
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| author | Teresa Giza Justyna Bojanowicz |
| author_facet | Teresa Giza Justyna Bojanowicz |
| author_sort | Teresa Giza |
| collection | DOAJ |
| description | From the perspective of the trajectory of talents development at subsequent stages of education, students require different teachers and different types of support. The positive attitudes of teachers towards educating talented students are the issues that do not change. The purpose of the article is to present the results of studies on teachers’ attitudes and to determine their predictors. The Scale of Teachers’ Attitudes Towards Educating Talented/Gifted Students (STATETS) questionnaire (N=127) was used in the studies. The largest percentage of respondents showed a pro-ability social attitude (40.9%), while anti-ability and pro-ability methodical attitudes were shown by approximately 30% of respondents each. The gender, social environment and experience in working with talented students turned out to be variables differentiating attitudes. The analysis of latent profiles allowed us to distinguish three groups of teachers: with a dominant anti-ability attitude (11 people), with a dominant methodological attitude (11 people) and the largest group, in which the intensity of the three attitudes was equal (105 people). The analysis did not show any significant relationships between sociodemographic variables and the distinguished profiles. The studies have theoretical significance in terms of the typology of teachers’ attitudes and their predictors, and practical significance – for the area of teacher education. |
| format | Article |
| id | doaj-art-89c30e79e4ab4b6dbfdea040be2c988c |
| institution | Kabale University |
| issn | 2083-0998 2719-4078 |
| language | deu |
| publishDate | 2025-06-01 |
| publisher | Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw) |
| record_format | Article |
| series | Studia z Teorii Wychowania |
| spelling | doaj-art-89c30e79e4ab4b6dbfdea040be2c988c2025-08-20T03:29:58ZdeuWydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie (Scientific Publishing House of the Christian Academy of Theology in Warsaw)Studia z Teorii Wychowania2083-09982719-40782025-06-01XVI2(51)21122710.5604/01.3001.0055.176201.3001.0055.1762Teachers’ Attitudes Towards Educating Talented Students and Their PredictorsTeresa Giza0Justyna Bojanowicz1Uniwersytet Technologiczno-Humanistyczny w RadomiuUniwersytet Radomski im. Kazimierza PułaskiegoFrom the perspective of the trajectory of talents development at subsequent stages of education, students require different teachers and different types of support. The positive attitudes of teachers towards educating talented students are the issues that do not change. The purpose of the article is to present the results of studies on teachers’ attitudes and to determine their predictors. The Scale of Teachers’ Attitudes Towards Educating Talented/Gifted Students (STATETS) questionnaire (N=127) was used in the studies. The largest percentage of respondents showed a pro-ability social attitude (40.9%), while anti-ability and pro-ability methodical attitudes were shown by approximately 30% of respondents each. The gender, social environment and experience in working with talented students turned out to be variables differentiating attitudes. The analysis of latent profiles allowed us to distinguish three groups of teachers: with a dominant anti-ability attitude (11 people), with a dominant methodological attitude (11 people) and the largest group, in which the intensity of the three attitudes was equal (105 people). The analysis did not show any significant relationships between sociodemographic variables and the distinguished profiles. The studies have theoretical significance in terms of the typology of teachers’ attitudes and their predictors, and practical significance – for the area of teacher education.http://sztw.chat.edu.pl/gicid/01.3001.0055.1762education of abilitiesteachers' attitudeslatent profilespredictorseducation of talented students |
| spellingShingle | Teresa Giza Justyna Bojanowicz Teachers’ Attitudes Towards Educating Talented Students and Their Predictors Studia z Teorii Wychowania education of abilities teachers' attitudes latent profiles predictors education of talented students |
| title | Teachers’ Attitudes Towards Educating Talented Students and Their Predictors |
| title_full | Teachers’ Attitudes Towards Educating Talented Students and Their Predictors |
| title_fullStr | Teachers’ Attitudes Towards Educating Talented Students and Their Predictors |
| title_full_unstemmed | Teachers’ Attitudes Towards Educating Talented Students and Their Predictors |
| title_short | Teachers’ Attitudes Towards Educating Talented Students and Their Predictors |
| title_sort | teachers attitudes towards educating talented students and their predictors |
| topic | education of abilities teachers' attitudes latent profiles predictors education of talented students |
| url | http://sztw.chat.edu.pl/gicid/01.3001.0055.1762 |
| work_keys_str_mv | AT teresagiza teachersattitudestowardseducatingtalentedstudentsandtheirpredictors AT justynabojanowicz teachersattitudestowardseducatingtalentedstudentsandtheirpredictors |