Principals’ and Teachers’ Perceptions of Giftedness and Programs for Gifted Students at the Armenian Schools in Lebanon

Abstract

Despite the importance of programs for gifted students, they are nonexistent in Lebanon. The absence of a definition of the conception of giftedness in the country has contributed to this void. Hence, this research examined principals’ and teachers’ perceptions of giftedness and programs for gifted students at the Armenian Schools in Lebanon. Qualitative and quantitative data were gathered from seven principals and 80 teachers from nine Armenian schools in Lebanon. Qualitative data was gathered through an interview conducted with the principals, whereas quantitative data was gathered through a survey completed by the teachers. The findings suggest that educators have a positive attitude towards giftedness and gifted programs. Even though none of the participating schools have any established programs for gifted students, enrichment programs are offered in the form of additional classwork, co-curricular activities, extracurricular activities, exhibitions, competitions, and summer programs. However, these special services are preliminary and vary in scope in each of the participating schools. The current study provides insight into the establishment and implementation of gifted programs in schools in Lebanon.