Date of Award

8-29-2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Ann Robinson

Abstract

The study explored the attitudes and perceptions of high school principals (N = 2000), employed at a public school located in one of twenty-four states across the nation, toward gifted students and gifted programs. The survey instrument titled, Perceptions and Attitudes of High School Principals Toward Gifted Students and Gifted Education, included 29 questions to measure three specific attitudes and perceptions: (a) support for gifted students and gifted programs, (b) the view of gifted education as an elitist program, and (c) self-perceptions of giftedness. The study revealed several distinct attitudes and perceptions of high school principals. A majority of the participants had supportive attitudes toward both gifted students and gifted programs. Additionally, two predictor variables (gender and training) were identified in the sample for support of gifted students and gifted programs. Three predictor variables (gender, ethnicity, and educational level) were identified in the sample for self-perceptions of giftedness. Analyses of the data revealed that principals with advanced training in gifted education were more supportive of gifted students and gifted programs than any of the four identified training categories (M = 5.98, SD = 1.17). The finding has significant implications for both the fields of gifted education and educational leadership. Specifically, principals should receive both foundational and continuing professional development related to gifted education to encourage the development of positive attitudes toward meeting the needs of gifted students.

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