Parent-teacher Shared Commitment as a Predictor for Teachers’ Attitudes toward Gifted Students and Gifted Education

Abstract

Parents and teachers play a critical and vital role in the education of gifted and talented students. This study looks into the attitudes of teachers regarding gifted students and gifted education to determine if parent-teacher shared commitment could predict teachers’ attitudes toward gifted students. Moreover, the research examines if teacher attitudes differ by location. One hundred and seven K-12 teachers participated in the study. Parent-teacher shared commitment and having a gifted education program at one’s school emerged as good predictors of teachers’ support for gifted students and gifted education. Additionally, ability to influence decision-making self-efficacy closely related to parent-teacher shared commitment Moreover, teachers’ attitudes did not differ by location. Many teachers supported gifted education programs; however, teachers held a strong negative view towards gifted students’ acceleration.