The role of socialization institutions in caring for the gifted students A field study in Al-Ahsa Governorate

دراسة ميدانية في محافظة الأحساء

Abstract

The study aimed to explore the role of socialization institutions in caring for gifted students, employing both qualitative and quantitative methods through interviews, participant observation, and a questionnaire. The research was conducted in schools across Al-Hofuf city: four intermediate schools, six secondary schools, and two school complexes. It also included parents and centers for gifted female students. The sample further involved twelve gifted education coordinators in Al-Ahsa Governorate, one coordinator in Riyadh, one coordinator from the gifted education administration, the Director of Education in Al-Ahsa fifteen parents, five gifted girls, and five gifted boys, resulting in a total of forty interviews. Since the online survey received insufficient responses, a paper-based questionnaire was adopted. Findings revealed that the family plays the most prominent role in identifying gifted students, while schools often lack adequate facilities. In some cases, a single “gifted class” exists, often lacking sufficient resources. The study also noted poor advertisements of gifted programs and the challenges faced by teachers, such as workload, overlapping duties, and lack of incentives. The study recommends reducing the teaching loads for gifted education teachers to a maximum of 15 classes and preferably assigning full-time gifted education teachers, especially as many master’s graduates in this field are highly qualified