Abstract
Giftedness can have varying definitions. For this chapter, giftedness will be defined using the national definition, specifically, that gifted students excel academically, creatively, artistically, and demonstrate strong leadership skills. Further, gifted students are those that require services beyond the typical curriculum to develop their unique skills. Teachers and students interact each day in a classroom microsystem. When students feel respected and challenged by the teacher, the students will work at higher levels. Teacher beliefs and attitudes are a reflection of teacher professional efficacy. The focus for this chapter includes defining teacher beliefs, attitudes, and efficacy, and how those beliefs, attitudes, and feelings of efficacy affect the gifted learner's experience in the general education classroom.
TopIntroduction
As discussed in previous chapters, giftedness can have varying definitions. For this chapter, giftedness will be defined using the Every Student Succeeds Act’s (2015) definition—specifically, that gifted students are those who excel academically, creatively, and artistically and demonstrate strong leadership skills. Further, gifted students are those who require services beyond the typical curriculum to develop their unique skills. Each state develops its own interpretation of this national policy. Currently, 49 states provide gifted services; however, only about half of those states have statewide gifted programming standards or guidelines, including guidelines for funding of gifted programs (National Association for Gifted Children [NAGC] & The Council of State Directors of Programs for the Gifted [CSDPG], 2015). Teacher training varies, as well: Only 35 states require in-service teachers to possess a gifted endorsement, and only three states require pre-service teachers to have coursework related to gifted education (NAGC & CSDPG, 2019). Therefore, anywhere from 2% to 19% of the student population qualifies as gifted, yet a little more than half of the states require some teacher training in gifted education. Who is educating our gifted students, and what do they know about gifted education? Programming and funding vary considerably across the nation (see Table 1).
Table 1. Overview of state mandated programming and funding for gifted education
| State requirement for gifted education | Number of states |
| Programs are mandated and fully funded | 4 |
| Programs are mandated and partially funded | 24 |
| Programs are mandated and not funded | 10 |
| Programs are not mandated and are partially funded | 5 |
| Programs are not mandated, and no funding is available | 8 |
Note. From 2020-2021 State of the States Report, by National Association for Gifted Children & The Council of State Directors of Programs for the Gifted, 2021, p. 7 (https://www.nagc.org/SOTS).
Key Terms in this Chapter
Attitudes: Attitudes are thoughts or stereotypes held about a certain group.
Beliefs: Beliefs are ideas shaped by experience with a topic and perceived efficacy.
Microsystem: The microsystem consists of daily interactions between two parties.
Learning Efficacy: Learning efficacy refers to one’s belief in their ability to increase the learning outcomes of another.
Professional Efficacy: Professional efficacy is one’s belief of their professional competencies.
Performance Efficacy: Performance efficacy is one’s belief in their ability to increase the performance of another.
Efficacy: Efficacy refers to one’s belief in their skill at a task or knowledge of a topic.