Teachers' and principals' perceptions of giftedness and gifted programs. (c2018)

Abstract

The existent body of knowledge lacks a universally unified definition of the giftedness concept. Yet, it may be described as the manifestation of exceptional levels of aptitude and competence among individuals. Gifted programs were recognized to be effective in nurturing gifted students’ abilities and promoting their academic achievements. However, in Lebanon, giftedness is largely neglected both as an educational program and as a social construct. Driven by this neglect, the purpose of this study was to explore teachers’ and principals’ perceptions of giftedness and gifted programs in the Lebanese context. A mixed methods approach was used to gather quantitative and qualitative data from eleven private schools in Lebanon. The quantitative data was collected through a questionnaire which measured elementary teachers’ conceptions of giftedness and gifted programs provisions. The qualitative data was gathered through interviews with school principals. The interviews assessed principals’ perceptions of giftedness and gifted education provision. The sample consisted of 128 elementary teachers and nine school principals. The study’s results revealed that both principals and teachers highly supported and held positive attitudes toward gifted program provisions and gifted students’ needs. However, none of schools have established a formal program for gifted students. This study is among the first studies to examine teachers’ and principals’ perceptions of giftedness and gifted programs in Lebanon. As such, further complementary research on this topic is recommended. Additionally, this research’s finding informs recommendations practice and policy.