Developing a Teacher Nomination Scale for Gifted Children in Primary Schools

Abstract

Introduction: The aim of this study is to develop a teacher nomination scale for gifted students in primary schools. The developed scale is theoretically based on Renzulli’s Three-Ring Conception of Giftedness Theory. Method: In this study, a Teacher Nomination Scale for Gifted Children in Primary Schools (TNSG-P) was developed to identify gifted children attending primary school. The descriptive survey design was used in this study. In study 1, the exploratory factor analysis (EFA) using principal axis method was conducted. In study 2, the confirmatory factor analysis (CFA) using robust maximum likelihood estimation method was carried out. In study 3, the validity of the scale was tested. Findings: A pilot study involving 507 participants was carried out using the 89-item trial form. After the pilot phase, 50 items remained in the scale. A confirmatory factor analysis was conducted on the 50-item scale in a sample of 225 participants. This showed that the fit indices of the scale had a perfect fit and the second level three-factor structure of the scale with 27 items was confirmed. In the validity analysis of the scale, gifted students and typical students were compared and a statistically significant difference was obtained in favor of the gifted students. Cronbach’s α and stratified Cronbach’s α, McDonald’s ω, composite reliability coefficients and average variance extracted (AVE) values regarding the reliability of the scale were also examined. The reliability coefficients for both the overall scale and its subscales were found to be above .95. Discussion: The findings have revealed that the Teacher Nomination Scale for Gifted Children in Primary Schools is a valid assessment instrument and gives reliable scores in identifying gifted children.