Investigating gifted teacher perspectives on the challenges in supporting twice-exceptional students

This mixed methods study examined the perceptions of gifted facilitators on the challenges they face in supporting twice exceptional (2e) students who are identified as gifted with at least one other exceptionality. The purpose of this study was to analyze these perceptions and to examine the extent to which self-efficacy influences those perceived challenges. By examining these perceptions, this study found benefit in understanding the barriers to meeting the needs of this misrepresented and underserved population across the state of Kansas and offer future research opportunities in professional development for all stakeholders in K-12 public education. Participants included K-12 gifted teachers from urban and rural school districts across Kansas. Quantitative data were collected using the Teachers’ Sense of Self Efficacy Scale (TSES) to determine a baseline score of self-efficacies, while semi-structured interviews provided qualitative insights into the real-life experiences of gifted facilitators. Quantitative results show that gifted facilitator participants (N=35) reported a high perceived self-efficacy (M=7.07). Gifted facilitators felt most confident in their ability to provide instructional strategies (M=7.45) and less confident in areas of student engagement (M=6.70). Inferential analysis reported no statistically significant differences between experience groups suggesting other factors influence self-efficacy. Qualitative analysis found six themes related to the challenges and self-efficacy in meeting 2e student needs. These findings note the need for more targeted training, updated identification practices, and a systemic level of understanding to ensure gifted facilitators can support 2e students.

Author

• McNall, Molly

Identifier

hdl:10057/56116

OAI identifier oai:identifier

oai:soar.wichita.edu:10057/56116