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Past research has indicated that teachers' use of power directly influences students' sense of empowerment and that students who feel empowered are more likely to be motivated. Research has also indicated that gifted students who are motivated achieve at a level commensurate with their ability. Lack of teacher training regarding giftedness likely influences teachers' use of power, thereby impacting gifted high school students' perceptions of empowerment and motivation. The relationship between teacher power and student empowerment and motivation, however, has not been thoroughly investigated in gifted education literature. This phenomenological study explored classroom situations in which gifted high school students felt empowered and the relationship between power, empowerment, and motivation. The study was conducted from a phenomenological perspective to better understand these gifted students' perceptions of empowerment within their classrooms. Specifically, the researcher attempted to explore the impact of different power dynamics, including teachers' utilization of various relational power bases (i.e., reward power, coercive power, legitimate power, referent power, expert power) on gifted students' learning, their levels of motivation and engagement, and their overall sense of empowerment. The 29 gifted students in this study reported that their learning, engagement, motivation, and sense of empowerment were directly impacted by the power dynamics within their classrooms, including the ways in which teachers chose to utilize power. Teacher power was perceived most positively by these students when it was based on authentic, personal relationships; utilized to structure and control the classroom environment so all students could learn; and shared with students. Additionally, the more connected these students felt to (a) teachers, (b) peers, (c) learning, (d) self, and (e) home and community, the more motivated and empowered they felt. Based on the findings in this study, it is important for educators to realize the significant impact the climate they create and encourage within their classrooms has on their gifted students and to take steps to make it as motivating and empowering as possible. Recommendations include providing educational opportunities and support for pre-service and current educators regarding (a) the academic and affective characteristics and learning needs of gifted high school students and (b) the importance and positive impact of facilitating connections and sharing power in the classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The importance of developing the cognitive and affective needs of gifted students to help meet their academic needs as well as support them in achieving to their full potential has been well-established by past research. It is also confirmed by the literature that gifted and talented students have unique social-emotional needs and that the school environment plays an essential role in meeting gifted students' needs. To better serve gifted students, schools must ensure that general education teachers are knowledgeable and supportive of the distinct cognitive and affective development of these students in conjunction with their academic needs. Different factors influence the way teachers interact with gifted students, which include their attitudes and perceptions of giftedness and gifted education. It is necessary for researchers and other stakeholders to acquire a deep understanding of the attitudes and perceptions of general education teachers toward giftedness and gifted education as such an understating can aid policymakers, administrators, and education professionals in helping these teachers to create the appropriate learning environment to support these children. While these concepts have been examined in the Western context, their exploration has been limited in Saudi Arabia. Therefore, this study was undertaken to investigate the attitudes of Saudi elementary school general education teachers toward gifted students and gifted education, as well as their perceptions of giftedness. The study sample comprised 141 teachers who completed a cross-sectional online questionnaire that also included four open-ended questions to assess their attitudes and perceptions. The results of this study found that the participants indicated positive attitudes toward supporting the needs of gifted students and toward providing special services to gifted students. However, the participants were found to be uncertain about some of the special services (e.g., acceleration) that the literature states can be useful in supporting gifted students and about challenges gifted students might face (e.g., rejection by others). While most of the participants exhibited some lack of awareness regarding the unique affective needs of the gifted, they did indicate some understanding of giftedness as a multifaceted construct and of certain positive social and emotional characteristics of gifted students. The study's results suggest that more training in gifted education is required for general education teachers in Saudi Arabia, not only regarding basic information about gifted education and curricula, but also on how to meet both the academic and affective needs of these students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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