Effects of family on the development of giftedness - teachers opinions

Cilj ovog istraživanja bio je istražiti i otkriti utjecaj obitelji na razvoj darovitosti (odnose u obitelji, ozračje, participaciju roditelja u poticanju darovitosti i njihovu podršku) iz iskustva učitelja razredne nastave. Istraživanje je provedeno na uzorku od 109 učitelja razredne nastave u Zadarskoj županiji. Primijenjen je anketni upitnik kojim se nastojalo ispitati učitelje jesu li imali (odnosno nisu imali) darovitog učenika i imaju li trenutno (odnosno nemaju trenutno) darovitog učenika u razredu; ispitati učitelje o darovitim učenicima u razredu, o utjecaju njihovih roditelja, o njihovom odnosu s braćom i sestrama pomoću 22 tvrdnje na skali Likertovog tipa s pet stupnjeva; ispitati osobno mišljenje učitelja o utjecaju obitelji na razvoj darovitosti. Rezultati istraživanja pokazali su postotak učitelja koji su imali (odnosno nisu imali) darovitog učenika u razredu, koji trenutno imaju (odnosno trenutno nemaju) darovitog učenika u razredu, za svaku školu pojedinačno. Rezultati su pokazali postotak odgovora za svaku tvrdnju, na području svih škola zajedno. Također su rezultati pokazali koliki je postotak učitelja iznio osobno mišljenje o utjecaju obitelji na razvoj darovitosti.The aim oft his research was to analyze and explore the effects of family on the development of giftedness (family relations, family atmosphere, parent participation in encouraging giftedness and the support of parents) through the scope of experiences of class teachers. The research was conducted on the sample of 109 class teachers int he Zadar County. The research conducted using a questionnaire which aimed to examine whether the teachers have or had a gifted student in their class; to ask the teachers about the gifted student in their class, about the effects of their parents and the relationship with their siblings using 22 statements with a 5-point Likert-type scale; to test the personal opinions of teachers about the effects of family on the development of giftedness. The results oft he research have shown the percentage of teachers who had (or did not have) a gifted student in class at the level of every individual school. The results have shown the percentage of answers for each statement at the joint level of all schools. The results have also shown the percentage of teachers who have put forth their personal opinion on the effect of family for the development of giftedness