Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Abstract

Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.