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

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.