Nur Eva, Fonny Dameaty Hutagalung, Sumaia Mohammed Zaid, Kamelia Syafiera Binti Ahmad Kamarul
Background: This 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. Method: Across-sectional design was employed, involving 319 Malaysian teachers (84 males, 235 females) aged between 25 and 60 years. Results: findings 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. Conclusion: These 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. © The Author(s) 2025.
Faculty of Psychology, Universitas Negeri Malang, East Java, Indonesia; Department of Educational Psychology and Counselling, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia; Department of Psychology, Faculty of Art and Humanities, Sana’a University, Sana’a, Yemen; Faculty of Psychology, University of Indonesia, Java and Salemba, West Java and Salemba, Depok, Jakarta, Indonesia
