RELATIONSHIP BETWEEN TEACHERS’ UNDERSTANDING OF EMOTIONAL NEEDS OF GIFTED STUDENTS AND THE SUPPORT THEY PROVIDE

Abstract

Today's approach to the education of gifted children varies from country to country. Several studies in education conducted in different countries have revealed various challenges in understanding the needs of talented students. While some countries have developed special programs or established organizations to support such students, the emotional needs of gifted students are often neglected compared to their academic needs . Consequently, when the emotional needs of gifted students are not met, this can lead to academic failure or behavioral problems . The study's purpose was to examine teachers' understanding of the emotional needs of gifted students and the emotional support they provide at the Nazarbayev Intellectual School in Petropavlovsk. To address the research questions, a qualitative research design was employed. Seven participants, including school teachers in grades 7 . Being a 7th-grade teacher is significant as they assist students in adapting to a new school environment and provide conditions to meet their needs.. Teachers, when interviewed, were found to play a significant role in forming and developing students' emotional intelligence. Most teachers recognize the importance of providing emotional support and incorporate various techniques into their lessons. It was revealed that the participants have little theoretical knowledge regarding the emotional development of students. However, they emphasize the importance of cooperation with colleagues and professional development. In their opinion, observation and conversation are the primary tools for determining emotional needs. However, despite the lack of a single definition of the emotional needs of students, teachers use similar techniques and methods. Moreover, factors that emphasize the importance of academic qualifications, professional training, and teaching experience working with gifted students have been identified. The data suggests that the types of emotional support in the lesson depend on teachers' understanding of students' socio-emotional development. The study's results can be useful for both researchers and practitioners.