 Attitudes of Quebec preschool/elementary teachers towards the education of the gifted students 
This study examines the attitudes of 1,022 Quebec preschool / elementary teachers (92% women) towards the education of gifted students and the role of some of their personal and contextual characteristics, using data from an online questionnaire. Over 90% of participants had received no training in the education of gifted students. Overall, the results on the Opinions on attitudes and skills education assessment scale (McCoach and Seigle, 2007, initially developed by Gagné and Nadeau, 1991) reveal that teachers’ attitudes tend to be rather positive towards the recognition of the needs of gifted students and the educational support to offer them and they exhibit a low level of concern for elitism. On the other hand, their attitudes are rather neutral towards school acceleration. Hierarchical linear regression analysis examining the prediction of attitudes based on personal (e.g., gender, education, self-efficacy) and contextual variables suggests certain distinctions, albeit marginal. In particular, male teachers seem more concerned about the elitism generated by the educational measures offered to gifted students. Preschool and lower grade elementary teachers show more negative attitudes toward accelerated schooling than more advanced teachers. Positive associations are observed between certain dimensions of attitudes and in-service training, the self-efficacy believes and contact with gifted people.