Evaluating the Professional Development Needs of Gifted Teachers in Light of the Standards of the Saudi National Center for Assessment and Evaluation

(Ayidh Abdullah Al Garni)

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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 gifted male and female teacher, selected through a simple random sampling 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 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.

KEYWORDS
Assessment of professional development needs, PD Standards for Teachers of the Gifted

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References

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