Date of Graduation

8-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Imbeau, Marcia B.

Committee Member

Kucharczyk, Suzanne

Second Committee Member

Goering, Christian Z.

Keywords

Gifted and Talented Students; Gifted Preparation Program; Mawhiba; Teacher Training

Abstract

In Saudi Arabia, the teaching of gifted and talented students is relatively new, and research that describes the quality and effectiveness of teachers' gifted preparation programs and the training sessions they receive remain rather limited and inconsistent. Purpose: This dissertation focuses on understanding the perceptions and experiences of in-service teachers regarding gifted-focused preparation and training programs in the country. Research Design: Data were collected through observation and semi-structured interviews with teachers of gifted and talented students in the country. Findings: Analysis of the data revealed six themes related to teachers’ perceptions and experiences of preparation and training programs in Saudi Arabia. These six themes are: the need for support and training, factors that affect teachers' participation, professional and personal growth, effective teaching skills, classroom management skills, a lack of systems and policies, accessibility issues, and lack of motivation. Although the MOE and Mawhiba Institute offer support and training opportunities for teachers of gifted students, the teachers clearly stated that these programs are still far from meeting their immediate needs. However, many teachers have a positive perception about the training sessions they received; their responses revealed that these sessions helped them develop their professional, personal, managerial, and teaching skills. The study also identified a lack of systems and policy, accessibility issues, and lack of motivation as challenges associated with gifted preparation and training programs. Significance and Implications: The study allowed teachers to voice their ideas, beliefs, and thoughts about gifted-related preparation and training programs in Saudi Arabia. The results also inform educational leaders, decision-makers, and gifted program directors about the quality and effectiveness of the efforts to improve teachers’ knowledge and skills regarding giftedness and teaching gifted students in Saudi Arabia.

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