What predicts teachers' attitudes toward the gifted?

The present study explores teachers' attitudes toward the gifted and gifted education. Specifically, the authors examine whether teachers tailor their responses about attitudes toward the gifted to fit the perceived interests of the researcher. In addition, the authors examine several potential predictors of attitudes toward the gifted: training or experience in gifted education, training or experience in special education, and self-perceptions as gifted. A total of 262 teachers participate in the study. The perceived epistemic interests of the researcher do not affect teachers' self-reported attitudes toward the gifted. Teachers who had received training in gifted education hold higher perceptions of themselves as gifted. However, teachers' self-perceptions as gifted are unrelated to their attitudes toward gifted education. Finally, special education teachers hold slightly lower attitudes toward the gifted. The authors discuss the implications of these results for the field of gifted education.