اتجاهات معلمي الطلبة الموهوبين نحو رؤية المملكة العربية السعودية 2030

الملخص EN

The current study aimed to identify the attitudes of talented teachers towards aspects of the vision of Saudi Arabia 2030 related to the gifted and the differences in those trends according to gender variables, academic level and years of experience.

To achieve the objectives of the current study, the descriptive approach was followed, because it is consistent with the nature of the study and its objectives.

The study sample consisted of (72) teachers and teachers in Makkah Al Mukarramah Region, who were chosen by the method of purpose, with (37) teachers and (35) teachers.

The Gifted Teachers' Attitudes Scale was used to examine Saudi Arabia's 2030 perspectives on giftedness.

The results indicated that the trends of gifted teachers towards aspects of Saudi Arabia's vision 2030 for the gifted were positive.

The fourth dimension (the trend towards dealing with crises) came in the first order with an average of 3.122, followed by the fifth dimension (trend towards quality) (3.087) Followed by the first dimension (the direction towards the management of institutions) with an average of 3.065, followed by the second dimension (trend towards planning) with an average of 3.061 followed by the third dimension (the direction towards strategic planning) with an average of 3.059 followed by the seventh dimension Towards the vision and education) with an average of 3.042, followed by the sixth dimension (trend towards change) with an average of 3.012.

The results showed that there were no statistically significant differences in the attitudes of gifted teachers towards the aspects of Saudi Arabia's 2030 vision related to giftedness due to gender, academic level and years of experience.

In light of the results, the study recommended activating the role of gifted teachers in the promotion of gifted programs according to the dimensions of the vision of the Kingdom 2030 for their positive attitudes towards them