Talented students succeed if they are given the training they need, and this is only possible when efficient talent management is developed in the school environment. We need to be able to build "fast lanes for fast vehicles" in schools just as we have "slower routes" for some students. This study explored the relationship between the attitudes of a group of teachers (n = 92) towards specific forms of talent promotion and the teaching practices they use in the classroom.The purpose of the research was to identify the attitudes of a group of teachers/principals towards gifted and able students and the specific forms of talent promotion at the school institution level. We examined a link established between attitudes toward the programs for talented students and the use of differentiated practices in classrooms. Teachers' attitudes toward talented students vary greatly; some refuse to identify them, while others overestimate a student who excels in a particular domain of knowledge for his general abilities. Attitudes are decisive in the development of differentiated educational practices. We consider it necessary to know the factors that influence the attitudes of teaching staff to be able to act in this sense. Some teachers' attitudes are formed more through interactions with gifted students, others through training in the field of psychopedagogy of excellence. Regardless of how teachers have developed certain attitudes towards giftedness, they must show a better understanding of the characteristics and needs of gifted and able students so that they can facilitate the identification and provision of specific forms of promotion and development of talents in schools. Teachers must feel competent in implementing these differentiated practices for gifted students, trained in giftedness issues, and supported in terms of the management of the school institution. 

The correlation method and linear regression analysis were used in this study. The process of translation and adaptation was carried out for three instruments from the specialized literature through which we measured the attitudes of a group of teachers and principals toward gifted students and talent management in high school educational institutions: Scale for evaluating attitudes toward able students and their educational needs (Gagné, 2018); Attitudes Rating Scale toward Differentiated Instructional Practices (Caldwell, 2012; Heacox, 2002); Educational Talent Management Rating Scale (Ghavidel, Ayati, & Asgari, 2019). The questionnaires were sent to the principals and teachers from the high school education institutions in the Romanian education system to participate in this research. We proposed that the school principals send the link with the research tool to the teachers in the institution they coordinate. Each questionnaire was divided into sections to allow participants to read other questions or go back to previous ones. There were no questions that would lead to the identification of respondents.

The main findings indicate that teachers who manifest a positive attitude towards the design of special programs for talented students have also obtained high scores regarding the use of differentiated practices in the training process. Teachers' attitudes varied, but without a significant association with sociodemographic data. Therefore, taking into account attitudes toward talented students leads to a deeper understanding of the needs of teachers when it comes to addressing ways to promote talent in school. Teachers can also display negative attitudes due to a lack of knowledge about talented students and their needs. In terms of prediction, the results indicate that positive attitudes toward gifted students predict institutional management less favorable to the development of specific forms of talent promotion. It is not enough for teachers to have only positive attitudes toward gifted students, they must create opportunities for students to work on different topics, tasks, and content levels. Teachers are receptive to improving differentiated school provision but lack the time, training, and resources to do so. Teachers' attitudes toward gifted and able students could be taken into account when developing specific educational programs for gifted students.

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