Abstract:
Currently in this changing world of commercialism and competitiveness many educational institutions tend to pay more attention to the level of intellectual intelligence and high academic performance, with less emphasis on emotional intelligence. As a result, most often high-achieving students are involved in the “race” for academic excellence, resultful participation in subject Olympiads, contests and competitions and better scientific achievements. However, those who focus only on their successful academic development are more likely to suffer from problematic behavior, lack of self-esteem and self-control, and poor decision-making skills (Brackett, 2018).
The purpose of this study is to receive a deeper understanding of the current situation in Kazakhstani context investigating the phenomenon of teachers’ emotional support provided to their talented and gifted learners. The study mainly examined the extent to what teachers perceive the importance of emotional support of high-achieving students in their classrooms. A qualitative research method was used to conduct the study with data collected through semi-structured interviews followed by lesson observations.
Teachers play a vital role in the process of students’ emotional intelligence formation and development. Most teachers realize the importance of providing high-achieving students with emotional support and try to include different types of activities in their lessons to involve all students into the process of active learning and collaboration. The main techniques identified as appropriate and effective are appraisal and teamwork, aimed at socializing and motivating students, developing their positive character traits, collaborative and creative skills, and intrinsic motivation to explore the world around them.
The data received allows claiming that high-achieving students should be emotionally supported to be successfully included in school life and able to reveal their full potential for continuous life-long learning. The results of the research might be useful for both academic researchers and school practitioners.