ArticleBMC psychology2025
Bridging gifted education and school culture: the mediating role of personality in shaping school culture and teachers' opinions towards gifted education.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundThis study examined the mediating role of teachers' personality traits and moderating effect of teaching experience in the relationship between school culture and teachers' opinion toward gifted education. This study enhances our understanding of how individual and contextual factors influence educators' attitudes, providing novel insights into teachers' psychology within the field of gifted education.
methodAcross-sectional design was employed, involving 319 Malaysian teachers (84 males, 235 females) aged between 25 and 60 years.
resultsfindings revealed that personality traits significantly mediated the relationship between school culture and teachers' opinions, while teaching experience moderated this association. Specifically, school culture had an indirect influence on opinions via personality, and the negative impact of school culture on opinions diminished with greater teaching experience.
conclusionThese results underscore the importance of personality traits and experience-based training in shaping teachers' attitudes toward gifted education. The study offers different theoretical and practical implications, emphasising the interaction between personal disposition and school culture in fostering support for gifted students.
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