The Knowledge Level of Teachers Regarding the Instruction of Gifted Students in the KSA
The purpose of this quantitative study, correlational research design, was to explore the knowledge level of in-service general education teachers and gifted program teachers regarding the instruction of gifted students in KSA. The study answered two questions which were: 1) What factors affect the knowledge level of teachers about the instruction of gifted students? and 2) What is the difference in the level of knowledge between in-service general education teachers who have been through in-service training and gifted program teachers who have been through pre-service training about the instruction of gifted students? Therefore, the independent variables included in this analysis were: a) years of teaching experience, b) hours of preparation training completed in gifted education, and c) highest education obtained, and the dependent variable was teachers’ knowledge. The data used in this study were collected from (n = 193) in-service general education teachers who were provided in-service training to teach gifted students, and who are currently teaching gifted students in classes implemented in public schools. Participants also included (n = 28) gifted program teachers who had preservice training and were awarded a certificate in teaching gifted students. The study used the Knowledge Test created by Heyder et al. (2018) as a study instrument in order to collect data that answer the research questions and to present the knowledge level of the teachers. The result of the collected data was that there is no statistically significant difference between the independent variables and the dependent variable. Descriptive and inferential statistics at a 0.05 level of significance were used to test four null hypotheses. The results suggested that the years of teaching experience demonstrated a negative correlation and the results of the number of hours of training and level of education showed a positive correlation. However, there is no statistically significant effect between years of teaching experience, the number of hours of training, and the level of education and teachers’ knowledge of instructing gifted students. The study also showed that the level of knowledge of instructing gifted students had a statistically significant between in-service general education teachers and gifted program teachers' knowledge of instructing gifted students.
Teacher education|Educational administration|Educational leadership|Education Policy|Special education
"The Knowledge Level of Teachers Regarding the Instruction of Gifted Students in the KSA"
ETD Collection for Tennessee State University.