Teachers' attitudes towards gifted students and acceleration

Ciljevi ovog istraživanja bili su ispitati stavove učitelja o darovitim učenicima i njihovu obrazovanju, utvrditi postoje li razlike između učitelja razredne i predmetne nastave, razlikuju li se stavovi učitelja s obzirom na godine staža, utvrditi izvore zadovoljstva i nezadovoljstva učitelja u radu s darovitima, utvrditi što učitelji smatraju prednostima i nedostacima akceleracije i analizirati prijedloge za poboljšanje kvalitete rada s darovitima. U istraživanju je sudjelovalo 160 učitelja iz 10 zagrebačkih škola. Sudionici su ispunjavali Upitnik stavova prema darovitima i njihovom obrazovanju. Utvrđeno je da učitelji imaju neutralne stavove o grupiranju prema sposobnostima i akceleraciji, pozitivne stavove prema prepoznavanju potreba, podrške i društvene vrijednosti darovitih i pozitivne stavove temeljene na elitizmu što znači da ne iskazuju bojazan da bi poseban tretman darovitih učenika mogao prerasti u elitizam. Učitelji predmetne nastave imaju pozitivnije stavove o grupiranju prema sposobnostima i akceleraciji od učitelja razredne nastave. Nisu pronađene razlike u stavovima učitelja s obzirom na godine staža. Kvalitativnom analizom utvrđeno je da su učitelji zadovoljni izvannastavnim aktivnostima, osobnim angažmanom i zadovoljstvom te osobinama i napretkom učenika. S druge strane, kao glavni izvori nezadovoljstva ističu se manjak resursa, neadekvatni uvjeti rada, nedovoljno stručnih suradnika i nedovoljna uključenost roditelja. Kao prednost akceleracije učitelji vide brži napredak učenika i ostvarivanje darovitosti, a kao glavne nedostatke ističu socijalnu i emocionalnu neprilagođenost i propuste u znanju. U svrhu podizanja kvalitete rada s darovitima učitelji, između ostalog, predlažu više dostupnih edukacija za učitelje, primjerenu materijalnu naknadu i poticaj učiteljima te razvoj sustava potpore darovitim učenicima.The aim of this study was to examine teachers' attitudes towards gifted students and towards some approaches to their education, to determine whether there are differences between classroom and subject teachers, to determine whether teachers' attitudes differ in terms of teaching experience, to examine sources of teachers' satisfaction and dissatisfaction in working with gifted students, to identify what teachers consider as advantages and disadvantages of acceleration, and to analyze suggestions for improving the quality of working with the gifted. A total of 160 school teachers of the City of Zagreb participated in the study. The participants' attitudes were assessed using Questionnaire of attitudes about gifted students and gifted education. The results show that teachers recognize the needs, support and social value of the gifted, but have a neutral attitude towards special provisions for gifted (acceleration and ability grouping). Teachers in our study do not show the fear that a special treatment of gifted students might turn into elitism. Subject teachers have more positive attitudes towards ability grouping and acceleration than classroom teachers. No differences in attitudes were found with regard to the years of teaching experience. Using qualitative analysis, we found that teachers are satisfied with extracurricular activities, personal engagement, and the traits and progress of students. On the other hand, the main sources of dissatisfaction are a lack of resources, inadequate working conditions, an insufficient number of professional associates, and lack of parental involvement. As the main advantages of acceleration they recognize quicker student progress and full development of student potential, although social and emotional maladjustment and lapses in knowledge are listed as main disadvantages. For the purpose of increasing the quality of working with gifted students, teachers recommend more available teacher educations, adequate financial reimbursement, and development of a support system for gifted students among other things