Challenges and Predictors of Quality in Gifted Education: Insights from Private Schools in Doha, Qatar

Abstract

This study examined gifted education in private schools in Doha, Qatar. This study gathered data using a questionnaire survey on the educational options available for gifted children and conducted a quantitative analysis. The questionnaire was designed based on the existing literature and comprised 12 questions on teachers’ knowledge of gifted education, attributes of gifted programs, diagnosis and identification of students, and programs implemented in schools. This study surveyed 70 teachers from 14 private schools in Doha, Qatar. The results showed a lack of clarity in policy, agreement on the criteria of giftedness, established identification processes, and budgetary allotments, as well as notable variations in the availability and execution of gifted education programs. Moreover, the correlation and regression analyses revealed that school support and teacher awareness were strong predictors of the quality of gifted education. This study highlights the necessity for a uniform implementation of identification and assistance methods, as well as comprehensive teacher training. Furthermore, the results suggest that comprehensive gifted education programs in Qatar require funding to effectively meet the needs of gifted students. These findings could guide stakeholders, school administrators, and educational authorities in supporting gifted education. Further research using qualitative approaches and including a wider spectrum of stakeholders are required to expand our understanding of gifted education in Qatar.