DOI
https://doi.org/10.35192/jjoas-h.v44i1.1091
Abstract
The study aimed to identify the future competencies required for teachers of the Jordanian gifted resource rooms, considering international standards for gifted education. The sample consisted of 70 male and female principals from schools containing gifted resource rooms, and 309 educational supervisors. The results showed that the field of "vocational education" ranked first, with a mean score of 3.69. The "educational environment" ranked second with a mean of 3.66, followed by "growth characteristics of learning" in third place with a mean of 3.65. Next was the field of "evaluation," which ranked fourth with a mean of 3.64, and "lesson planning" in fifth place with a mean of 3.63. The results indicated statistically significant differences at the significance level (α = 0.05) based on educational qualification, favoring the Bachelor’s and Master’s categories. Regarding the variable "years of experience," differences were significant, favoring teachers with less than 5 years of experience and those with more than 10 years. For the variable "region," differences were also significant, favoring the south. No statistically significant differences were found concerning the variables "job title," "gender," and "job rank." The study concluded with a recommendation for enrolling male and female teachers of the Jordanian gifted resource rooms in specialized training courses related to giftedness.
Ke
Recommended Citation
AL-Masarwah, Yousef and AL-Qudah, "Mohammaed Amin"
(2025)
"The Competencies Required for Teachers of the Gifted Education Resource Rooms in Jordan in Light of International Standards for Gifted Education,"
Jordan Journal of Applied Science-Humanities Series: Vol. 44:
Iss.
1, Article 3.
DOI: https://doi.org/10.35192/jjoas-h.v44i1.1091
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol44/iss1/3
Included in
© 2025 by the author(s). This is an open-access article distributed under the terms of the CC BY 4.0 Attribution license.