This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed on the data. In the end, four distinct profiles of teacher attitudes were identified. Two key predictors of these attitudes were found to be (a) school administrative support for gifted students and gifted education and (b) perceived knowledge of giftedness. The major contributions of the study to the literature are discussed.

中文翻译：

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教师对资优学生和资优教育的态度：态度的类型及其预测因素


这项研究调查了教师对资优学生和资优教育的态度类型，以及这种态度的预测因素。为此，我们对澳大利亚大型信仰学校系统的 339 名教师进行了调查。对数据进行了因子分析和潜在概况分析等分析。最后，确定了四种不同的教师态度。研究发现，这些态度的两个关键预测因素是（a）学校对资优学生和资优教育的行政支持，以及（b）对资优的认知知识。讨论了该研究对文献的主要贡献。