THE ATTITUDES OF PRINCIPALS IN SOUTHEASTERN PENNSYLVANIA TOWARDS PROGRAMS OF EDUCATION FOR INTELLECTUALLY GIFTED STUDENTS

JOSEPH ANTHONY MARTIN, University of Pennsylvania

Abstract

This descriptive study assessed and analyzed the attitudes of principals in Southeastern Pennsylvania towards programs of education for the intellectually gifted. Principals and assistant principals in Bucks, Chester, Delaware and Montgomery Counties were surveyed using Michener's (1980) Attitudes Towards Gifted Education Scale. Of the 757 principals surveyed, 466 (61%) returned surveys. Attitudes were analyzed relative to three factors: (1) The needs and effects of education programs for the gifted; (2) The school district's role and responsibilities to gifted education; (3) The characteristics of gifted children and programs. One-way ANOVA and Duncan's New Multiple Range Test revealed significant relationships at .05 level between principals' attitudes towards the needs and effects of educational programs for the gifted and the demographic variables of program planning time, sources of knowledge about the gifted, amount of training in gifted education, sex of the principal, which agency maintained the program in a principal's school and the building level at which the principal worked. Significant relationships were also found between principals' attitudes toward the school district's role and responsibilities to gifted education and program planning time, amount of training, familiarity with gifted programs, whether a principal's own child was identified as gifted, sex of the principal, which agency maintained the program in a principal's school and the building level at which the principal worked. In addition, significant relationships were found between principals' attitudes towards the characteristics of gifted children and programming and the demographic variables of sources of knowledge about the gifted, amount of training in gifted education, whether a principal's child was identified as gifted, program design, and building level at which a principal works. In general, principals were supportive of programs of education for the gifted, but expressed ambivalence about the way programs are funded, about identification of gifted students, about fear of creating an "elite" group and about gifted programs competing for limited school district resources. The findings have implications for program implementation and the future of gifted education in Pennsylvania.

Subject Area

School administration

Recommended Citation

MARTIN, JOSEPH ANTHONY, "THE ATTITUDES OF PRINCIPALS IN SOUTHEASTERN PENNSYLVANIA TOWARDS PROGRAMS OF EDUCATION FOR INTELLECTUALLY GIFTED STUDENTS" (1982). Dissertations available from ProQuest. AAI8216668.
https://repository.upenn.edu/dissertations/AAI8216668

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