Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective

Abstract

The study investigated competencies of teachers of gifted learners as perceived by Chinese students in Hong Kong secondary schools. The Chinese version of the gifted teacher competencies questionnaire (Hultgren, 1981; Nelson & Prindle, 1992) was administered to 457 senior secondary school students. While all 23 competencies in the questionnaire were rated as “essential” by the students, “skills in promoting higher level cognitive thinking abilities and questioning techniques”, “knowledge of nature and needs of gifted students”, “knowledge of special affective and cognitive needs of the gifted underachiever”, “ability to develop creative problem solving skills”, “knowledge of affective/psychohgical needs of the gifted students”, “extension and enrichment of subject area” were perceived as the six “most essential” competencies for teachers of gifted learners. “Ability to develop creative problem solving skills” and “knowledge of special affective and cognitive needs of the gifted under achievers” were rated significantly “more essential” by students who perceived themselves as gifted persons than other students. The discussion of preparation of teachers for meeting the gifted learners' needs in regular classrooms and beyond is relevant to educators, guidance professionals, and policy-makers in Hong Kong and other parts of the world