The Status of Teaching Gifted Students in King Abdullah II Schools for Excellence

Abstract

The present study aimed to identify the reality of teaching gifted students in King Abdullah II schools for excellence in southern Jordan. The study sample consisted of (98) primary, middle and high school teachers. The results of the study indicated that the level of teaching related to (teaching strategies, physical environment, classroom environment, teacher-specific competencies, and assessment techniques) was high and that the level of teaching of gifted students related to the teaching aids was average. The results of the study also showed that there were no statistically significant differences due to gender, age, academic qualification and specialization variables. Moreover, there were statistically significant differences in the level of teaching attributed to the years of experience variable in favor of those who have less than 5 years of experience. In addition, they showed that there were statistically significant differences in level of teaching among teachers of 20 years of experience and above in relation to the domain of assessment methods. This is attributed to the cumulative experience of teachers as a result of years of experience and the diversity of evaluation methods. As to the gender variable, the results showed no differences in the total dimensions except for the physical environment and the qualifications of the teacher. Thus, this indicated that there were statistically significant differences in the gender variable amongthe teachers of gifted students in favor of female teachers. Furthermore, the researchers recommended that all teachers of gifted students should be trained through holding training courses and workshops to enhance the knowledge and enrichment content of teachers. They also recommended that there is a need to continuously develop the physical environment surrounding gifted students in the schools for excellence in southern Jordan.