The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
Teachers’ Efficacy Beliefs in Identifying and Teaching
Gifted Students in the Sultanate of Oman
Dr. Said Aldhafri
Director of Student Counseling Center & Associate Professor
Sultan Qaboos University, Oman
Abstract
The current study examines teachers’ efficacy beliefs in identifying and
teaching gifted and talented students in the Sultanate of Oman. Very
little empirical research, if any, has focused on the general-education
teachers’ ability on identifying and teaching the gifted and talented
students. Teachers represent the core in any efforts to provide optimal
environment for gifted students. Teacher efficacy is found to influence
teachers’ willingness to differentiate instructions for gifted students.
The sample consisted of 106 Omani teachers from different school
districts in the Sultanate of Oman. The participants responded to an
electronic questionnaire that measures teachers’ efficacy beliefs about
identifying and teaching gifted students in the public school sector. The
questionnaire consists of (14) items with a 5-point Likert scale type of
responses. The questionnaire showed good internal reliability alpha
coefficient (α = 0.92). The results show that the participants have high
level of efficacy beliefs (df = 105, t = 11.59, p≤ 0.001) in identifying
and teaching gifted students, with no gender differences (df = 104, t =
36
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
0.532, p = 0.596). In contrast, there were some statistically significant
differences based on academic qualifications favoring high degree
teachers (master and doctorate) when compared to bachelor degree
teachers. The study also shows that as the levels of loving teaching
increases, teachers’ efficacy beliefs increase (r = 0.316, p = 0.001). The
findings are discussed with application related to establishing optimal
learning environment that supports gifted and talented students. (238
words).
Keywords: gifted student, teacher efficacy beliefs, Oman
Introduction
The ability to identify and teach gifted students represents an
important step in providing optimal learning environment that supports
the learning of these gifted students. Teachers in regular classes face
many challenges in accommodating individual differences among their
students especially in large classes settings. These challenges become
more permanent if these teachers are expected to provide special
attention and appropriate instructions for their gifted students. Teacher
success in these challenges has been related to different personal and
professional factors. One important factor in predicting teachers’
success to identify and teach gifted students is their efficacy beliefs
about identifying and teaching gifted students (Hong, Greene, &
Hartzell, 2011). The current study examines Omani teachers’ efficacy
beliefs about their abilities to identify and teach gifted students in their
36
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
regular classes. The levels of these teachers’ efficacy beliefs are
examined across different demographic variables.
Teachers’ Efficacy Beliefs
Research in teachers’ efficacy beliefs is based on Bandura’s
social cognitive theory and the concept of self-efficacy beliefs. Bandura
(1993; 1997) defines individual efficacy beliefs as the beliefs about
one’s ability to perform specific task. Within teaching context,
teachers’ efficacy beliefs are defined as the teachers’ beliefs about their
ability to effectively influence their students’ learning (TschannenMoran & Woolfolk Hoy, 2001). In the current study context, teachers’
efficacy beliefs are defined as the teachers’ beliefs about their abilities
to identify and teach their gifted students.
Cumulative research shows that teachers’ efficacy beliefs are
connected with many positive teachers’ and students’ outcomes
(Gibson & Dembo, 1984; Pajares, 1996; Soodak & Podell, 1994). In
the context of gifted students’ learning, there is an evidence that
teachers’ efficacy beliefs can predict teachers’ willingness to
differentiate instructions for gifted students (Hong et al., 2011).
Methodology
The Sample
The sample consisted of 106 Omani teachers (59.4%% were
females) from different school districts in the Sultanate of Oman.
36
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
Teachers’ years of experience varied with most teachers having more
than ten years of experience (62.3%).
The Measure
In order to examine teachers’ efficacy beliefs in identifying and
teaching gifted students, the researcher constructed a new measure that
focuses on teachers’ beliefs about their abilities to identify and teach
gifted students. The items of the new scale were based on some related
existing measures of efficacy beliefs (Tschannen-Moran & Woolfolk
Hoy, 2001).
The participants responded to the questionnaire online. A link
was generated to the questionnaire and was sent through social media
application (i.e., WhatsApp). No identification information was
requested from the teachers who responded voluntary to the
questionnaire. In addition to some demographic information (gender,
qualification, & years of experience), the questionnaire includes (14)
items using a 5-point Likert scale. Internal reliability coefficient of 0.92
was obtained. Examples of items are: “To what extent can you motivate
gifted students in your class” and “To what extent can you adapt your
teaching to meet the needs of gifted students.”
Results
Data were screened for outliers and none was identified. To
examine the levels of teachers’ efficacy beliefs, one-sample t-test was
33
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
run. The results show that the participants have an overall high level of
efficacy beliefs (df = 105, t = 11.59, p≤ 0.001). The levels of efficacy
beliefs at item level were also examined.
To answer the second question related to variation in teachers’
efficacy beliefs based on demographic variables, a group of
independent sample t-tests were run. The results show no gender
differences (df = 104, t = 0.532, p = 0.596) in teachers’ efficacy beliefs
of identifying and teaching gifted students. Using a One-way ANOVA,
differences in teachers’ efficacy beliefs were examined based on
academic qualifications. The results show that there were some
statistically significant differences based on academic qualifications (df
= 103, 2, F = 7.20, p = 0.001) favoring high degree teachers (master
and doctorate) when compared to bachelor degree teachers. Table 1 and
Table 2 show the results of the One-way ANOVA.
To answer the third question of correlation, the researcher used
the Pearson correlation coefficient to examine the connection between
the levels of loving teaching and teachers’ efficacy beliefs. Positive
significant correlation was found (r = 0.316, p = 0.001).
Discussion
The current study aimed to examine Omani teachers’ efficacy
beliefs in identifying and teaching gifted students in regular classroom
settings. One hundred-six teachers responded to a 14-item, online
36
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
questionnaire that examined teachers’ efficacy beliefs in identifying
and teaching gifted students.
The results showed that these Omani participants have high
levels of efficacy beliefs related to identifying and teaching gifted
students. Because of the challenges that teachers face when dealing
with their students, it is important that these teachers develop high
levels of efficacy beliefs that ensure their persistence when faced with
teaching challenges. Research shows that these efficacy beliefs act as a
buffering scheme for the teachers so that they do not develop burnout
(Bandura, 1997). Because gifted students need special attention and
care, teachers need to be able to differentiate their instructions to meet
the high expectations that usually gifted students have.
These efficacy beliefs, however, do not seem to vary across
gender. Contrary to previous research that shows female teachers to
have higher levels of general efficacy beliefs than male, the current
sample of Omani teachers display similar levels of efficacy beliefs
regardless of gender. Future research may reexamine this finding.
These efficacy beliefs were influenced by the academic degree
that teachers have. Teachers holding master and doctorate degrees seem
to have higher levels of efficacy beliefs than those with bachelor
degree. In addition, as the teachers’ love of teaching increases, their
efficacy beliefs increase. This result suggests that teacher education
programs need to focus not only on subject-related preparation, but
36
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
they need to pay more attention towards supporting positive attitude
and motivation on preservice teachers.
To ensure establishing optimal learning environment that
supports gifted and talented students, teachers should be equipped with
required skills that enable them to support the learning of their gifted
students. Enriching teachers with teaching experiences and providing
them with successful models of teaching along with social support and
persuasion are expected to enhance their beliefs about their abilities to
identify and teach gifted students in their regular classroom settings.
36
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
References
Bandura, A. (1993). Perceived self-efficacy in cognitive development
and functioning. Educational Psychologist, 28, 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York:
W. H. Freeman.
Hong, E., Greene, M., & Hartzell, S. (2011). Cognitive and
Motivational Characteristics of Elementary Teachers in General
Education Classrooms and in Gifted Programs. Gifted Child
Quarterly, 55(4), 250-264.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct
validation. Journal of Educational Psychology, 76, 569-582.
Soodak, L. C., & Podell, D. M. (1994). Teachers' thinking about
difficult-to-teach students. Journal of Educational Research, 88,
44-51.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of
Educational Research, 66, 543-578.
Tschannen-Moran, M., & Woolfolk Hoy, A. W. (2001). Teacher
efficacy: Capturing an elusive construct. Teaching & Teacher
Education, 17, 783-805.
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The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
Table 1
Descriptive Analyses of Emotional Intelligence Based on the categories
of Academic Qualification
Academic Qualifications
N
M
SD
2 year Diploma
15
3.71
0.45
Bachelor
74
3.50
0.49
Master or above
17
4.02
0.67
Total
106
3.62
0.55
67
The Second International Conference for Gifted and Talented
“Towards National Strategy for Enhancing Creativity”
College of Education, UAEU
19 -21 May, 2015
Table 2
One way ANOVA for the Effects of Academic Qualifications on
Emotional Intelligence
Variable
Resources
Sum of squares
DF
Mean Square
F
Sig
Between Groups
3.91
2
1.95
7.20
0.001
Within Groups
27.96
103
0.27
Total
31.90
105
67
‫‪The Second International Conference for Gifted and Talented‬‬
‫”‪“Towards National Strategy for Enhancing Creativity‬‬
‫‪College of Education, UAEU‬‬
‫‪19 -21 May, 2015‬‬
‫معتقدات الكفاءة الذاتية للمعلمين في التعرف على الطلبة الموهوبين وتدريسهم‬
‫بسلطنة عمان‬
‫الملخص‬
‫هدفت هذه الدراسة قياس معتقدات الكفاءة الذاتية للمعلمين حول مقدرتهم التعرف على الطلبة‬
‫الموهوبين وتدريسهم بالمدارس العامة بسلطنة عمان؛ حيث نجد قلة من الدراسات الميدانية‬
‫التي ركزت على مدى مقدرة المعلمين العاملين في قطاع التعليم العام على تعرف الطلبة‬
‫الموهوبين وتدريسهم‪ ،‬رغم أن المعلمين يمثلون عنص ار مهما في الجهود التي تسعى إلى توفير‬
‫بيئة مثالية لرعاية الطلبة الموهوبين‪ .‬وقد دلت الدراسات السابقة أن معتقدات الكفاءة الذاتية‬
‫تؤثر في مدى استعداد المعلم على تكييف طريقة تدريسه لتناسب الطلبة الموهوبين‪ .‬وقد‬
‫تكونت عينة الدراسة الحالية من (‪ )601‬معلما ومعلمة من مختلف المناطق التعليمية بسلطنة‬
‫عمان‪ ،‬وقد استجاب المعلمون إلى مقياس الكتروني تم إعداده لقياس معتقدات الكفاءة الذاتية‬
‫للمعلمين حول مقدرتهم التعرف على الطلبة الموهوبين وتدريسهم في مدارس القطاع العام‪ ،‬وقد‬
‫تكون المقياس من (‪ )61‬عبارة بتدرج خماسي‪ ،‬وقد اتصفت بيانات المقياس بمعامل ثبات‬
‫مرتفع (ألفا لكرونباخ = ‪ .)0..0‬أشارت نتائج التحليل اإلحصائي إلى تمتع المعلمين بمستوى‬
‫عال من معتقدات الكفاءة الذاتية (م = ‪ 2.10‬ع = ‪ ،0.00‬ت للعينة الواحدة = ‪،66..0‬‬
‫مستوى الداللة أقل من ‪ ،)0.006‬مع عدم وجود فروق دالة إحصائيا في معتقدات الكفاءة‬
‫الذاتية لتدريس الطلبة الموهبين تعزى إلى النوع االجتماعي (درجة حرية = ‪ ،601‬ت =‬
‫‪ ،0.020‬مستوى داللة = ‪ .)0.0.1‬في المقابل‪ ،‬أشارت النتائج إلى وجود فروق دالة‬
‫إحصائيا في مستوى معتقدات الكفاءة الذاتية تعزى للمؤهل الدراسي لصالح حملة الشهادات‬
‫العليا (الماجستير والدكتوراة) عند المقارنة بحملة البكالوريوس‪ ،‬كما دلت النتائج على وجود‬
‫عالقة موجبة دالة إحصائيا بين معتقدات الكفاءة الذاتية ومستوى حب المعلم للتدريس (ر =‬
‫‪ ،0.261‬مستوى داللة = ‪ .)0.006‬وسوف يناقش البحث النتائج وتطبيقاتها المتصلة‬
‫بضرورة توفير بيئة تعلم مالئمة تدعم الطلبة الموهوبين‪ 002( .‬كلمة)‪.‬‬
‫الكلمات المفتاحية‪ :‬تدريس الطلبة الموهوبين‪ ،‬معتقدات الكفاءة الذاتية للمعلمين‪ ،‬سلطنة‬
‫عمان‬
‫‪66‬‬