مستوى معرفة المعلم العماني بالموهبة و مؤشراتها لدى الطلبة و الخرافات المرتبطة بها

Abstract EN

The study aimed to identify Omani teachers’ awareness level of giftedness and its indicators on students.

It also aimed to identify their giftedness-related beliefs and myths in Oman.

The researchers designed a 30 statements-questionnaire to collect accurate data on teachers’ awareness of giftedness, its indicators and myths.

The statements test two dimensions; (1) Omani teachers’ awareness of the giftedness concept and its traits, and (2) Omani teachers’ awareness of giftedness related beliefs.

The questionnaire was administered to a sample of (162) Omani teachers; including 27 males and 135 females teaching different specializations.

The study adopted the descriptive analytical methodology.

The results indicate a general high Omani teachers’ awareness level of giftedness and its traits.

The study also found statistically significant differences related to teachers’ awareness of giftedness traits between the applied and pure sciences teachers in, favor of the applied sciences teachers, whereas no statistically significant differences were found between the other specializations for the same variable.

Addition, the results show moderate level of Omani teachers’ perspectives towards giftedness-related myths.

Moreover, the results reveal statistically significant differences between teachers’ specializations (applied sciences and individual skills) related to their perspectives on giftedness myths and their giftedness-related beliefs, in favor of the applied sciences teachers.

The study recommends the necessity to extend the awareness of giftedness and its traits to include students, enlighten teachers about giftedness-related myths, and correct related misconceptions.

Keywords: giftedness traits, the gifted, myths.