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Abstract
The purpose of this study was to investigate the relationships between principals, teachers, and the scope and quality of gifted programs in NSW government secondary schools.
A review of the gifted and school leadership literature provided the basis for the development of a theoretical framework and research questions designed to guide the study. A two phase sequential mixed method approach was used. The first Phase used a multiple case study design and qualitative methods, and the second Phase used a cross-sectional survey design and quantitative methods to investigate the proposed relationships in the theoretical framework.
The participants were 58 principals and teachers in Phase one, and 144 principals and teachers from New South Wales government secondary schools in Phase two. A random sampling strategy was used in both phases. Data were analysed using qualitative methods in Phase one, and correlation, factor and regression techniques were employed in Phase two.
The key findings suggested a diverse range of school and classroom level gifted program options have been implemented in secondary schools. There were variations in the scope of gifted program options across schools which may be attributed to the nature of the learning needs of the student population and limited resource support for gifted programs in some schools.
Further, positive principal and teachers attitudes towards gifted programs and variations in principal and teacher knowledge of gifted education were evident. In addition, no significant relationships were found between principal and teacher knowledge of gifted education and the scope and quality of gifted programs in schools.
However, moderate to large, positive and significant relationships were found between principal transformational leadership behaviours (direction setting and culture building and support of teachers) and teacher context and self-efficacy beliefs for educating gifted students. Moreover, small, positive and significant relationships between teacher context for gifted programs and self-efficacy beliefs for educating gifted students and the quality of gifted programs provided support for the contention that principal leadership behaviour mediated by teacher context beliefs for gifted programs and self-efficacy beliefs for gifted students and programs influences the quality of gifted programs in schools.