Self-assessment of teachers working with gifted pupils in terms of their work experience and education

Abstract

The study presents results of an investigation which was carried out on a sample of Czech teachers (n = 922) working in lower secondary education (ISCED2) with gifted pupils in different types of schools. Scale questionnaire was applied as a research technique. On its bases we conducted an overall index of self-assessment with the use of exploratory factor analysis. The index met current demands on the construct validity and reliability (68 % of total variance explained; Cronbach's alpha = 0.91). The aim was to determine the degree of teachers' self-assessment in terms of work with gifted pupils in the classroom and to compare their self-assessment in regard to their teaching practice length, personal experience with gifted pupils in the classroom and previous education in the area of giftedness. The results show that the overall rate of teachers' self-assessment is slightly positive. Comparison of the results shows expected outcomes. Teachers who have shorter practice, less experience and training in the area of gifted pupils, declare poorer self-assessment. On the contrary, teachers who have longer practice, more experience and education, declare better self-assessment. However, it is striking that 46 % of teachers declared that they were not trained in the issue of giftedness at the university or in further education. The rate of their training does not differ with respect to the length of their practice.