Examining of the relationship between pre-school teachers' self-efficacy levels related to gifted education and perception and knowledge about the education of the gifted students

The preschool period is a critical period for talent development. In this study, it was aimed to examine the relationship between pre-school teachers' self-efficacy levels of gifted education and perception and knowledge of the education of the gifted. The research model is the relational survey model from the quantitative research models. The sample of the research consists of 261 preschool teachers who work in official primary schools and private kindergartens located in Kayseri city center in Turkey. Data collection tools; Self-efficacy Scale for Gifted Education, Knowledge Test for Gifted Education and Perception Test of Gifted Education were used. These scales are likert type scales of 5. Percentage, frequency and Pearson moments are used in the data analysis. As a result of the obtained data, self – efficacy and perception level of preschool teachers regarding the training of gifted students were high. However, pre-school teachers' knowledge levels for gifted children are low. The self-efficacy, perception and level of knowledge about the training of the gifted students of the preschool teachers showed a significant difference according to the education level (p<0.05). When the pre-service teachers' self-efficacy levels related to gifted education are examined; it was found a positive, high, statistically significant (r =.813) relationship between self-efficacy levels of pre-school teachers and perception levels for gifted children. It was found that there was a negative, high, statistically significant (r =-.790) relationship between self-efficacy levels of pre-school teachers and levels of education of gifted. There was a negative, high, statistically significant (r =-.776) relationship between pre-school teachers' perception levels for gifted and talented students' knowledge test scores. Keywords: Gifted Education, Self-Efficacy, Perception, Gifted Education Knowledge