CONCEPTIONS OF GIFTEDNESS AMONG TEACHERS IN RURAL, URBAN MAINSTREAM, AND SPECIALIZED SCHOOLS IN NORTHERN KAZAKHSTAN

Abstract

This study investigated the conceptions of giftedness by comparing views among Northern Kazakhstani teachers in various educational environments, including rural, urban, and urban-specialized schools. As Kazakhstan has been experiencing significant educational reforms for the past thirty years, nurturing gifted students has become one of the emerging topics. Such implementations have led to the establishment of specialized schools for the gifted, programs, and Olympiads. Given the critical role of teachers in recognizing and nurturing giftedness, it is important to understand the nuances of teacher perceptions toward giftedness. Moreover, considering the specific context of Kazakhstan, it is crucial to understand the influence of teachers’ backgrounds on their conceptions of giftedness. Therefore, the study aimed to identify how these conceptions vary and what factors influence teachers' perceptions of gifted students within the evolving educational landscape of Kazakhstan. This study was based on a quantitative research method and used a non-experimental, explanatory, correlational, cross-sectional design. The research sites for the study were schools situated in Northern Kazakhstan. The participants were selected using a non-probabilistic, convenience sampling procedure. Overall, the sample included 98 teachers from rural, urban-mainstream, and specialized schools for the gifted. Data was collected by distributing an online survey using a Likert-scale questionnaire. The collected data were analyzed using descriptive analysis, inferential analysis (t-test, ANOVA), and latent profile analysis (LPA). The findings of the study indicated that there was no statistically significant difference among the teachers from rural, urban-mainstream, and specialized schools for the gifted. However, there was a significant effect of age and teaching experience on the dimensions of intelligence and creativity. Also, using LPA, some classes were identified among the participants.