Investigating Curriculum Development Competency Perception Levels of Teachers Working with Gifted Students in Terms of Different Variables

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This is a Quantitative Study study.

Derya Yüreğilli Göksu; Y. GELISLI

doi:10.51119/ereegf.2025.160

December 31, 2025Necmettin Erbakan Universitesi Eregli Egitim Fakultesi Necmettin Erbakan UniversityOpen Access

Investigating Curriculum Development Competency Perception Levels of Teachers Working with Gifted Students in Terms of Different Variables

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Key Points

This research examines teachers' perceptions of their curriculum development competencies when working with gifted students.
Quantitative research design used with a correlational approach.
Participants included 286 teachers at Science and Art Centers (BILSEM) in Turkey.
Data collected using the Perception Scale of Curriculum Competency for Teachers Working with Gifted Students.
Descriptive statistics determined competency levels; Mann-Whitney U and Kruskal-Wallis H tests analyzed perception differences based on gender and variables.
Teachers generally displayed high perceptions of curriculum development competencies.
Perceptions varied significantly based on gender and other selected variables.

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Implication

Quantitative research shows high competency levels among teachers for gifted students, indicating significant perception differences by gender and variables.

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Cite This Study

Göksu et al. (2025) studied this question.

synapsesocial.com/papers/695d85653483e917927a4fdd https://doi.org/10.51119/ereegf.2025.160

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Investigating Curriculum Development Competency Perception Levels of Teachers Working with Gifted Students in Terms of Different Variables

Key Points

No abstract yet

Ask about this paper

Implication

Discussion

Cite This Study

Investigating Curriculum Development Competency Perception Levels of Teachers Working with Gifted Students in Terms of Different Variables

Key Points

No abstract yet

Ask about this paper

Implication

Discussion

Cite This Study

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