Teacher Self-Efficacy Growth From a Gifted Summer Institute: A Mixed-Methods Study

This mixed-methods study explores the beliefs of teachers regarding identifying and serving gifted and twice-exceptional (2e) students in through a self-report questionnaire (pre-survey [ n = 54] and post-survey [ n = 46]) and semi-structured interviews ( n = 5). Participants attended a 5-day Summer Institute (SI) designed to better identify and serve gifted and 2e learners. Data were analyzed using a convergent parallel mixed method design. Findings of participants that completed both the pre- and post-surveys ( n = 31) show significant improvement in their understanding of gifted and 2e students, as evidenced by a considerable increase in survey scores. Interview data further support this growth, offering insight into how teachers’ beliefs and practices around identifying and supporting gifted and 2e students evolved. Both sets of findings converge, highlighting the effectiveness of the SI in promoting positive changes in participants’ beliefs and practices related to teaching gifted and twice-exceptional students.