Comparative study of teachers’ attitudes, self-efficacy and job satisfaction when teaching gifted students in Ethiopia and Kenya

Maxwell Peprah Opoku, Shashidhar Belbase, William Nketsia, Ali Sani Side, Dina Were, Fekede Tuli Gemeda

Research output: Contribution to journalArticlepeer-review

Abstract

In sub-Saharan Africa, the literature is scarce on teachers’ preparedness to support gifted education in classrooms. Thus, attempts have been made to understand the association between teachers’ attitudes, self-efficacy and job satisfaction when teaching gifted students in classrooms. Ajzen’s theory of planned behaviour was operationalised as a framework to estimate attitudes and self-efficacy’s effects on variance in job satisfaction. Altogether, 308 teachers were recruited from Ethiopia and Kenya. The data were subjected to structural equation modelling, confirmatory factor analysis, path and moderation analyses, and two-way analysis of variance. A strong correlation was found between attitudes and self-efficacy, but both variables did not predict job satisfaction. The study recommends developing teacher training programmes to help improve teachers’ attitudes and self-efficacy.

Original languageEnglish
Number of pages18
JournalCompare
DOIs
Publication statusE-pub ahead of print (In Press) - 2025

Keywords

  • attitudes
  • Gifted education
  • practice
  • self-efficacy
  • Sub-Saharan Africa
  • teachers

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