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Abstract

’This study aims to assess the professional development needs of ‘gifted teachers, from their own points of view, in light of the standards developed ( ) by the National Center for Assessment and Evaluation (otherwise referred to as ‘Qiyas’). While the study population consisted of all 147 gifted teachers in the central region of Saudi Arabia, the study sample was composed of 95 ( )147 ( )95 gifted male and female teacher, selected through a simple random sampling .2020 technique for 2020. To address the research questions, the researcher developed a tool based on Qiyas’ standards for gifted teachers. The tool . incorporates all 8 specialised standards and 49 indicators covered under the Qiyas standards. The study indicates that gifted teachers critically need skills ( )8 ( )49 . related to all eight standards. Furthermore, the results reveal neither differences between the mean overall scores of males and females generated by the tool, nor statistical significance in the different responses . of the research sample according to the study variables (training programmes, years of experience, educational qualification). The study ( ). concludes with a set of recommendations. . ( Copenhaver and Intyre, 1992; Geake and Gross, 2008; Hansen and . .)Feldhusen, 1994; McCoach and Siegle, 2007 ( Hansen & Feldhusen, ( .)Mills, 2003 . ( )Renzulli, 1984 . Davis )1989( Rimm )(Clark, 2002; J. Geake and Gross, 2008; Gross, 1994; Lassig, 2015 ( )Lassig, 2015 . . ( Geake )and Gross, 2008

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